Andere Kunden interessierten sich auch für
![The psycho-pedagogical formative path in initial teacher training]( "The psycho-pedagogical formative path in initial teacher training")
The psycho-pedagogical formative path in initial teacher training29,99 €![Initial Training and Teaching Knowledge]( "Initial Training and Teaching Knowledge")
Initial Training and Teaching Knowledge32,99 €![Practice, Training and Pedagogical Subjectivity]( "Practice, Training and Pedagogical Subjectivity")
Practice, Training and Pedagogical Subjectivity46,99 €![Concept maps and meaningful learning]( "Concept maps and meaningful learning")
Concept maps and meaningful learning26,99 €![Technology in the language teacher's pedagogical practice]( "Technology in the language teacher's pedagogical practice")
Technology in the language teacher's pedagogical practice36,99 €![Some Reflections on ODL Practice at the Open University of Tanzania]( "Some Reflections on ODL Practice at the Open University of Tanzania")
Some Reflections on ODL Practice at the Open University of Tanzania39,99 €![The mental models of leadership in initial teacher training]( "The mental models of leadership in initial teacher training")
The mental models of leadership in initial teacher training44,99 €
The doctoral thesis in question addressed the issue of Initial and Continuing Education for 6th to 9th grade mathematics teachers, investigating its impact on teaching practice and its relationship with achieving Meaningful Learning. The research originated from this problem, formulating specific objectives that sought to understand teachers' perceptions, relate pedagogical practice to indicators, characterize the strategies used The theoretical basis of the research was built through a bibliographical review that incorporated authors such as Rosa Neto, D'Ambrósio, Brasil and Ausubel. The Theoretical Framework was structured around fundamental concepts such as Meaningful Learning, Initial and Continuing Education, Mathematics Education and the study was conducted with Mathematics teachers from the Montes Claros/MG state school system, using a qualitative approach and a variety of methods. Content analysis and descriptive techniques were used to extract and interpret relevant information. The conclusions point to the crucial importance of initial and continuing training for mathematics teachers.