出版社：Escola Superior de Educação do Instituto Politécnico de Santarém
摘要：In-service teachers training programmes, such as the Teacher In-service Educational Programme in Mathematics, help to promote a reflective practice in teachers often focused on their teaching and their need for specific training. This article presents an analysis of a narrative of a math class written by the first author in her portfolio as part of her participation in the Teachers Training Programme from Escola Superior de Educação do Instituto Politécnico de Santarém, in the academic year 2007-08. This article emphasizes the preparation of the task, its curriculum framework and its relevance for the development of geometry learning, namely the development of the visualization ability and the understanding of the properties of figures, like as the analysis of the students’ resolutions conducted by the teacher. A very significant aspect of this Educational Programme is the reflection fostered in joint sessions about the teaching practice observed in the supervision sessions. The teacher shows some impacts of this Programme on her professional knowledge, namely on her reflection competences about students’ learning and performance.
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