Abstract:
This text originated from a doctoral dissertation on the experiences of Mathematics Teacher Educators in self-formative processes. The work aimed to disclose possible perceptions of a Teacher Educator regarding his relations with self-education processes and transformative thoughts during his practices. His classes were recorded on video and audio and then analyzed by means of Textual Discourse Analysis (ATD) to create what we called Experiential Groups: Experiences as a Learner of Analysis; Experiences as a Teacher Educator; and Opinion about Continuing Education. It was found that the Teacher Educator started to think about his experiences after gaps were identified in his own training and practices. Therefore, he proposed and carried out new assessment strategies based on thoughts and interaction. It was concluded that the Teacher Educator's participation in this research has engendered a mobilization of experiences and has allowed him to come across movements of thought, besides a change in practices - a path onto thinking about new formative practices.
Keywords:
Mathematics teaching; Self-education; Teacher educator; Higher education