Mathematics teacher education processes and perspectives for/of learning and teacher professional identity

Abstract

Based on the marks of different investigative trajectories evidenced in the productions of the first two decades by the Study and Research Group on the Education of Teachers who Teach Mathematics (Gepefopem), this article discusses contexts, actions, and teacher education processes promoted as well as ways of looking at teacher professional learning (TPL) and for the movement to establish the teacher professional identity (TPI). The articulation resulting from this process highlights theoretical and methodological contributions to the field of research on mathematics teacher education (MTE), which synthesize perspectives of TPL and the movement for the constitution of TPI to explain the relevance of actions located in the relay between theory and practice. In this sense, the scope of the Postgraduate Program in Mathematics Education (PPGEM) for expanding and consolidating theories in mathematics education, particularly in the education of teachers who teach mathematics, is evident.

Teacher Education; Formative Contexts; Mathematics Formative Processes of TTMs; Teacher Professional Learning; Teacher Professional Identity