Overview of Brazilian Research on Statistics Education Involving Teachers: Methodological Paths and Training Contexts

Autor/inn/en	Tinti, Douglas Da Silva; Lopes, Celi Espasandin
Titel	Overview of Brazilian Research on Statistics Education Involving Teachers: Methodological Paths and Training Contexts
Quelle	In: Statistics Education Research Journal, 20 (2021) 2, Artikel 17 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1824
Schlagwörter	Statistics Education; Teaching Methods; Trend Analysis; Educational Trends; Foreign Countries; Information Retrieval; Research Reports; Content Analysis; Epistemology; Correlation; Teacher Attitudes; Faculty Development; Teacher Education; Preschool Education; Elementary Secondary Education; Adult Education; Higher Education; Communities of Practice; Brazil + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Trendanalyse; Bildungsentwicklung; Ausland; Research report; Forschungsbericht; Inhaltsanalyse; Erkenntnistheorie; Korrelation; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Pre-school education; Vorschulerziehung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Community; Brasilien
Abstract	This article aims to analyze Brazilian research on statistics education involving teachers to highlight methodological trends and training contexts mobilized by such research. To this end, a survey was carried out in the Dissertation and Thesis Bank of CAPES, considering the descriptor "Statistical Education" and the 2013-2018 timeframe. A total of ninety-nine studies were found, twenty of which met the proposed objective. This is a documentary and bibliographic study, in which an interpretative approach was adopted using the technique of content analysis. The data analysis verified that nine of those studies did not lead to training processes with teachers. In addition, the analysis of the other eleven studies, which led to training, revealed an intrinsic relationship between the methodological path and the training contexts reported. This demonstrated the expressiveness of training contexts based on epistemology of collaboration, that is, those contexts that both give voice and listen to teachers, and recognize them as producers of knowledge. Conversely, we identified two research studies that shaped the training considering the paradigm of technical rationality, and designed training courses to address certain content/concepts that teachers supposedly do not master. It was evidenced that the conception of teacher training has a direct and explicit relationship with the organization of the training spaces outlined. Finally, we identified one research study based on epistemology of practice, which focuses on the understanding of knowledge mobilized in teaching practice. (As Provided).
Anmerkungen	International Association for Statistical Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail: isi@cbs.nl; Web site: https://iase-web.org/ojs/SERJ
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01