Teacher professional development in teaching Statistics in Early Childhood Education

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Published: Dec 23, 2023
DOI: https://doi.org/10.14393/ER-v30a2023-36
Keywords:
Professional development, Professional learning, Early childhood education, Statistical concepts

Main Article Content

Silvana Carvalho de Almeida
Secretaria de Educação do Estado da Bahia - Brasil
https://orcid.org/0000-0001-8285-2474
Tamiles da Silva Oliveira
Universidade Estadual do Sudoeste da Bahia - Brasil
https://orcid.org/0000-0002-6627-6320
Eurivalda Ribeiro dos Santos Santana
Universidade Estadual de Santa Cruz - Bahia
https://orcid.org/0000-0001-6156-1205
Célia Barros Nunes
Universidade do Estado da Bahia - Brasil
https://orcid.org/0000-0002-2151-6650

Abstract

This article analyzes the professional learning of two early childhood education teachers during their training to teach Statistics. The training occurred remotely due to the COVID-19 pandemic and was provided by the Early Childhood Education Coordination of the municipality of Itabuna, Bahia, Brazil, representing the University-School Leadership (USL), in partnership with Rede Educação Matemática Nordeste (Northeast Mathematics Education Network). Teaching sequences were prepared based on the investigative methodology PPDAC (Problem, Plan, Data, Analysis and Conclusion). Two teachers were interviewed and the transcripts of these interviews were analyzed using the Discourse Textual Analysis methodology. Results showed the following three dimensions of professional teaching development: specific knowledge, professional learning and changes in practice. Moreover, professional learning refers to reviewing practices for teaching statistical concepts, reflecting on the professional practice, collectively built collaboration, teacher engagement and commitment and USL efforts to develop professional learning training strategies.

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How to Cite
Almeida, S. C. de, Oliveira, T. da S., Santana, E. R. dos S., & Nunes, C. B. (2023). Teacher professional development in teaching Statistics in Early Childhood Education. Ensino Em Re-Vista, 30(Contínua), e036. https://doi.org/10.14393/ER-v30a2023-36
Issue
Vol. 30 (2023): Continuous Publishing
Section
DOSSIER 1 - Statistical Education: research and contemporary perspectives
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