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The French research of Professional Didactics, the teacher competence, and the notion of schema (Schème)

Authors

  • Francisco Régis Vieira Alves Instituto Federal de Educação
  • Renata Teófilo de Sousa Instituto Federal de Educação Ciência e Tecnologia do Estado do Ceará - IFCE https://orcid.org/0000-0001-5507-2691

Keywords:

Didáctica Profesional, Competencia, Schème, Actividad del profesor, Formación de profesores

Abstract

The French branch of Professional Didactics originated, at the end of the nineties, in French territory, and formulates a different point of view for the notion of professional competence, by examining the elements: activity, learning and training. Thus, in this work some assumptions of Professional Didactics are discussed, with the aim of understanding and indicating some related factors that help to understand the notion of professional competence of the teacher and, in particular, of the teacher of Mathematics. In addition, due to the origin and influence of Piagetian thought, which reserves a special place for activity and the organism's ability to adapt to the environment, we address the notion of cognitive schema (schème), to understand the activity and conceptual structure of the organization of certain professional situations. We found that the professional competence of the teacher is not reduced to a set of pre-established competencies for the simple execution of tasks, and that, from the examples presented, professional competence is revealed by the adaptability of the individual to face unexpected problems specific to a professional field.

Author Biographies

Francisco Régis Vieira Alves, Instituto Federal de Educação

Doutor em Educação pela Universidade Federal do Ceará, Bolsista de produtividade do CNPQ – PQ2. Professor permanente do Programa de Pós-Graduação em Ensino de Ciências e Matemática do IFCE, Professor permanente do Programa de Pós-Graduação em Ensino de Ciências e Matemática da Universidade Federal do Ceará. Professor permanente do Programa de Pós-Graduação do Mestrado Profissional em Educação profissional tecnológica. Professor titular do IFCE – departamento de Matemática e Física. Coordenador acadêmico do Doutorado em rede RENOEN, polo IFCE. Líder do Grupo de Pesquisa CNPQ Ensino de Ciências e Matemática.

Renata Teófilo de Sousa, Instituto Federal de Educação Ciência e Tecnologia do Estado do Ceará - IFCE

Mestranda em Ensino de Ciências e Matemática pelo Instituto Federal de Educação, Ciência e Tecnologia do Ceará – IFCE campus Fortaleza. Especialista em Ensino de Matemática (UVA), Qualificação em Ensino de Matemática no Estado do Ceará (UFC). Pós-graduada em Didática e Metodologias Ativas na aprendizagem e MBA em Gestão Escolar (UniAmérica). Professora da Secretaria de Educação Básica do Estado do Ceará.

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2022-04-24 — Updated on 2022-04-25

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Régis Vieira Alves, F., & Teófilo de Sousa, R. (2022). The French research of Professional Didactics, the teacher competence, and the notion of schema (Schème). Didáctica Y Educación ISSN 2224-2643, 13(2), 166–195. Retrieved from https://revistas.ult.edu.cu/index.php/didascalia/article/view/1333 (Original work published April 24, 2022)

Conference Proceedings Volume

Vol. 13 No. 2 (2022): Abril-Junio

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http://revistas.ult.edu.cu/index.php/didascalia/gateway/plugin/pubIdResolver/ark:/54724/DDE.v13i2.1333

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