Um dispositivo de interacção virtual de suporte à reflexão na formação inicial de professores

Abstract

This paper analyses a virtual supervision setting, based on a discussion forum, at the pedagogical practicum of a preservice mathematics teacher education program. The aims of this forum were to reflect about emerging problems of professional practice, problematization of such practice and exchange of experiences. The study follows a qualitative and interpretative methodology, based on case studies of student teachers and constitutes an investigation of the authors about their professional practice. The results show that the two young teacher candidates regard the practicum mainly as a learning moment and that show from the very beginning a more reflective attitude engage in quite productive discussions at the forum. The other teacher candidate, who was not much involved in the practicum, had little participation in this component of the teacher education setting. The working rules of this virtual setting and the role of the educational supervisor in establishing a culture of reflection and discussion deserve future attention.