Practical as a Curricular Component Activities in the Mathematics Degree from the Perspective of Teacher Educators and Teachers Beginning in Basic Education

Abstract

This article aimed to investigate which Practice Activities as a Curricular Comonent are experienced by teacher educators and beginning teachers during their academic and/or professional trajectories. The theoretical framework the study is based on focuses on a practice conceptualization that to be inserted in theory, experience or activity applications. A semi-structured interview with 12 teachers, nine of three IF trainers and three beginner teachers, mathematics degree graduates at these institutes, was carried out. Bardin's content analysis, pre-analysis, material exploration and inference assumptions were applied to analyze the data obtained in the interviews. The interviewees understood Practice as a Curricular Component as activities that cam be developed from class simulations, evaluation research methods, problem solving and error analysis discussions, Mathematics Education text reading, didactic material elaboration, classroom observation, basic education school activities, teaching methodologies discussions and basic education school class teaching accompanied by a tutor. In the conclusions, we emphasize that the Practice as a Curricular Component needs to be developed in all subjects of the initial teacher training courses, through activities that focus on theory and practice.