BETWEEN ACTION AND REFLECTION: THE F@R MODEL IN THE PROCESS OF TRANSFORMING TEACHING PRACTICE WITH DIGITAL TECHNOLOGIES
DOI:
https://doi.org/10.63330/armv1n3-010Keywords:
Teacher Education, Teaching Practice, Digital Technologies, F@R Model, Mathematics EducationAbstract
This article analyzes the formative effects of the Training-Action-Reflection (F@R) model in transforming teaching practice, with an emphasis on integrating Digital Technologies (DT) into mathematics teaching. The research, with a qualitative approach and inspired by the narrative perspective, was carried out with teachers from the initial years of elementary school, in a formative proposal that was situated, collaborative and developed in a remote context. The analysis focuses on the trajectory of one of the participants, whose path showed significant shifts in pedagogical conceptions and practices, based on the articulation between theoretical study, didactic planning and critical reflection. The results indicate that the F@R model favors the creation of a more intentional, contextualized practice that is sensitive to the contemporary challenges of education, highlighting the importance of continuing education as a space for producing knowledge and giving new meaning to teaching.
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Copyright (c) 2025 Maxlei Vinícius Cândido de Freitas, Suely Scherer (Autor)
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