CONTINUING EDUCATION FOR TEACHERS: AN EXPERIMENT ON TREATMENT OF INFORMATION CONTENT IN THE PRIMARY SCHOOL

Abstract

In this article we present part of the final results of a research that investigated the actions and contributions of continuous training for pedagogical practice of 18 primary school teachers about the contents of Information Treatment. The method used is qualitative and the approach is case study. The practical situations category was developed from the analysis of questionnaires, interviews, audio recordings and document analysis, referring to work done by students and teachers in the classroom, analyzing the knowledge and productions made in the content of Information Treatment. Results showed that teachers’ didactic and pedagogical knowledge on the content of Information Treatment were uncertain and precarious and continuing education has enabled teachers for more secure attitudes as well as a (re)construction and redefinition of teaching practices on the content of Information Treatment. Among the issues highlighted in the training process it was found evidence that teachers' professional knowledge results from theory and practice integration. The teachers’ knowledge serves as a starting point for reflections of teaching practices and professional development and change will ultimately depend on the individual teacher and his/her intentional involvement.

Keywords: Mathematical Education. Continuing Education. Primary School. Statistical Education.