Professional Teaching Practices among Math Teachers: between Academic Support and Professional Tutoring

Abstract

The article presents the development of the research project Intensive Practices of Teacher Training (PIFP): Knowledge, Understanding and Intervention Devices. Its objectives include promoting the development of working hypotheses to be translated into new intervention strategies. Experience makes sense in the articulation and systemization of the accompaniments to the first insertions of professional training of education students, among teaching teams from secondary schools and Educational Practice III professors from the math teaching staff of a Faculty of Natural Sciences. The idea is to analyze which units are built between teachers from the two institutions, so that the aids, tasks and activities developed and required by teachers contribute to the reflection of professionalizing teaching practices as pre-figurative praxis.