The curriculum for the early education of Mathematics teachers and the construction of their professional repertoire

Abstract:

Due to the numerous demands concerning education, it is essential to continuously debate the knowledge required to educate mathematics teachers as professionals and to challenge their pedagogical practices. The purpose of this study was to examine the mobilization of professional knowledge in the curricula of mathematics degrees at three public higher education institutions in Brazil's Northern Region in the light of Lee Schulman's Teacher Training Model. These institutions' pedagogical curricula were the subject of a documentary analysis that looked at the data through discursive textual analysis. The findings show that the curricula included conceptual, didactic-pedagogical, sociocultural, and historical-philosophical knowledge in their recommendations for training. As a result, this knowledge crosses over with Schulman's construct categories and fosters the development of pedagogical content knowledge. In this regard, these courses propose teacher training with a view to facing adverse situations that emerge from pedagogical practice in schools.

Keywords:
Initial teacher training; Mathematics teaching; Curriculum evaluation; Higher education; Pedagogical practice