Supervised internship and the Formative Spiral: an experience lived in the classroom and remote classes in the training of mathematics teachers

Abstract

This article was built in the search group training and math education, presenting a dialog of the activities of the supervised curricular internship developed in two moments, which were one face-to-face, based on doctoral research with mathematics graduates and the other, remote, experienced in a supervised internship subject for high school. Both activities developed in these two formats were based on the methodological perspective of the Formative Spiral. Its objective is to articulate what we are currently experiencing in the supervised curricular internship remotely and in a traditional internship format. Thus, we consider that the traditional internship allows the future teacher to experience his or her field of work, which is a fundamental part of the construction of being a teacher. In contrast, in the remote internship, we identified that although the work spaces have been modified by biosecurity measures due to covid-19, requiring new educational tools, we faced many challenges but also experienced many teaching possibilities, especially regarding digital resources. Another point that we highlight is that the methodology adopted in the collaborative perspective had a significant contribution in the training of teachers in the face-to-face mode as well as in the remote, for being an approach that values the reflection of teachers.