GUIDELINES FOR PLANNING AND IMPLEMENTING A BLENDED LEARNING TEACHER EDUCATION PROGRAM: A COMMUNITY OF PRACTICE PERSPECTIVE

Abstract

During the Covid-19 pandemic emerged a substantial educational debate about professional tools and skills for distance learning. This paper is part of a Ph.D. research, developed before and during the pandemic situation, about mathematics teacher education in distance education. Using the situated learning theory, focused on the community of practices concept, we developed an e-research with a mixed-method design. The main aim of the research was to characterize pre-service mathematics teachers’ e-learning and b- learning practices in distance education in Brazil. Data collected included two phases: an online survey sent to pre-service teachers from seven mathematics teacher education programs in distance education in Brazil, five professors’ interviews and program projects analysis from these universities, covering all five geographic regions (first phase); and seven pre-service teachers’ interviews from the initial mathematics teachers’ program at the Federal University of Tocantins (second phase). As a direct consequence of the data analysis, in both phases, and the discussions about the conception and function of the communities of practice in this context, guidelines were formulated aiming to contribute to the consolidation of teacher education programs in distance education. This paper will focus on the characterization and detailing of these guidelines.