Learning professional opportunities experienced by teachers when planning, developing and reflecting on their classes in a training process regarding mathematical reasoning
Teacher training, both initial and in-service, presents a long history of difficulties aggravated, among other factors, by the lack of connection between teacher training and practice and a lack of understanding of how teachers learn. Studies indicate that efficient training processes consider the teacher's practical reality and must include what is understood as professional learning opportunities. Therefore, in the field of training teachers who teach mathematics, this work focuses on analyzing the professional learning opportunities promoted throughout a training process strongly anchored in practice that addresses mathematical reasoning. To this end, two teachers who experienced the planning-development-reflection cycle were observed at the end of a training process design-based on the PLOT framework. The aim of this study is to highlight and understand the professional learning opportunities opportunized to teachers who planned, developed and reflected on their classes in the final part of this training process. To achieve what was proposed, the research, that has an interpretative qualitative nature, included semi-structured interviews with the teachers who developed their classes and a response script. As a result, an analysis proposal is presented in which we seek to observe the emergence of professional learning and its development at three distinct moments in the cycle of planning, developing and reflecting.