Prospective teachers who will teach Mathematics take the floor: glimpses of the formative effects of narrative journaling in initial teacher education
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26179.054Abstract
This article aims to understand the formative effects that emerge when prospective teachers narrate their lives through a narrative journal focused on their experiences with mathematics. The study adopts a qualitative approach and is grounded in narrative inquiry, using narrative journals and narrative conversations as data production devices. For this analytical excerpt, the experiences of four students enrolled in the Pedagogy degree program at the Federal University of Amazonas (UFAM) were selected and interpreted through narrative analysis. The findings point to formative effects related to self-assessment and authorship, the sharing of experiences and learning to listen, the reframing of participants’ relationship with mathematics, and heightened self-awareness. The study concludes that the narrative journal is a powerful tool for fostering reflective processes in the initial teacher education of prospective teachers who will teach mathematics.
Keywords: (Auto)biographical narratives. Initial teacher education. Narrative journal.
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