Planning in the constitution of the Professional Teacher Identity (IPD) in Mathematics in Initial Training

DOI:

https://doi.org/10.17564/2316-3828.2025v13n1p173-186

Authors

  • Francisca Karla Klissia Alves de Souza Instituto Federal de Educação, Ciência e Tecnologia do Ceará, campus- Maranguape
  • Maria de Lourdes da Silva Neta Instituto Federal do Ceará (IFCE)

Published

2025-07-20

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Issue

Vol. 13 No. 1 (2025): Fluxo Contínuo

Section

Artigos

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Copyright (c) 2025 Interfaces Científicas - Educação

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Abstract

Planning, for the teacher, is of fundamental importance in the development of their teaching work tasks. It is a theme that generates many expectations, especially when aspirations as a future Mathematics Teacher are highlighted, in Supervised Internship (ES) II. Lesson planning, therefore, is an essential factor for carrying out regencies in the field school. This work aimed to understand planning in initial teacher training for the constitution of the Professional Teacher Identity (IPD), through lesson planning within the scope of ES II for the semester of 2023.1. A qualitative approach was used in the literature review of authors such as Gil (2007/2008), Libâneo (2013), Luckesi (1999), Marcelo (2009), Minayo (2007), Nóvoa (1995), Silva & Cedro (2021), Silva & Medeiros (2021), Teixeira & Cyrino (2015), Telles (2002), Tobase et al (2019) among others, and of a descriptive nature, concluding in its analysis that lesson planning is a fundamental element in teacher training and the constitution of IPD, especially in the future teaching practices of the Mathematics Teacher.

Author Biography

Maria de Lourdes da Silva Neta, Instituto Federal do Ceará (IFCE)

Graduação em Pedagogia e Administração pela Universidade Estadual do Ceará (UECE). Especialista em Administração Escolar e Gestão de Recursos Humanos e Planejamento, Implementação e Gestão de Cursos a Distância (UFF). Mestre em Educação (PPGE - UECE). Doutora em Educação (PPGE - UECE). Docente do Instituto Federal do Ceará (IFCE). 

How to Cite

Alves de Souza, F. K. K., & da Silva Neta, M. de L. (2025). Planning in the constitution of the Professional Teacher Identity (IPD) in Mathematics in Initial Training. Interfaces Científicas - Educação, 13(1), 173–186. https://doi.org/10.17564/2316-3828.2025v13n1p173-186