The contribution of interdisciplinarity in initial training of mathematics future teachers to promote knowledge and pedagogical perspectives to be used the required students learning
Abstract:
The necessary innovation of interdisciplinarity practices in education contemporary, to provide the successful de velopment of students in learning salient of curriculum documents, it is essential this effective use of diagnostic and guidance carried out in the prospective teachers (PTs) initial training experience of Mathematics Didactics and Curriculum Assessment of the basic and secondary education. To provide them with pedagogical knowledge for the convenience of the nature and learning process used in future teaching practices, as it is recognized that they were not yet all familiar with this comprehensive perception of the positive contribution in the use of their knowledge, this qualitative and interpretative study is focuses on the percep tions of the future teachers in the work carried out to prepare interdisciplinary professional knowledge in teacher training, aiming to understand they perceptions about how the positive the positive interdisciplinarity adopted work used by PTS in training program contribute to their necessary development of pedagogical knowledge effect when elaborate detailed lesson plans integrating pedagogy to possible use in their future professional practice. The results of this study, based on data analysis and their reflections and work used, revealed a recognized relevance of using interdisciplinarity in the preparation of PTS in initial teaching training, showing their deepened, taking advantage to improve pedagogical knowledge, which they intend to use in their future practices. So, this study is rel evant and may contribute to identifying the effectiveness evidence of successful learning of interdisciplinarity use in the preparation of professional knowledge of future teachers, for necessary international professional development in future docents teaching practices.
