出版社：Escola Superior de Educação do Instituto Politécnico de Santarém
摘要：This article seeks to establish a link between perspectives that value the process of professional identity construction and various facets of preservice mathematics teacher education programs in the University of Lisbon (Portugal) and in the State University of Londrina (Brazil). Research on teaching and learning of mathematics, as well as teacher education, has reported several choices made in designing the courses, in defining the range of disciplines, and their content and methodologies. The ideas of vulnerability and agency appear in this context associated with developing a professional identity as a mathematics teacher who acts in certain contexts, subject to certain systems of mediation (Lasky, 2005). The aim of this paper is to highlight aspects of the construction of professional identity of teachers from both institutions, in particular, the concepts of vulnerability and agency, from its narratives. For that use narratives by teachers in the context of these education programs that demonstrate the construction of professional identity, and that were triggered through self-reflection.
关键词：Pre-service mathematics teacher education; Professional identity; Vulnerability; Agency.
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