Aspects of an online training space constituted as a community of practice in the pandemic context

Abstract

This article presents an excerpt from a study that sought to elucidate aspects of pedagogical practice discussed by Mathematics teachers in an online formative space constituted as a community of practice in the pandemic context. Grounded in Lave and Wenger’s (1991) Social Theory of Learning, the investigation involved four teachers from different educational levels and was conducted through synchronous meetings via Google Meet from April to June 2021. A qualitative, participatory, and interpretive approach was adopted, with analysis of transcribed recordings, questionnaire responses, and field-diary narratives, supported by Bardin (2016) and Franco (2008). The results indicate that active listening, horizontal relationships, collective negotiation, and the sharing of experiences fostered mutual learning and highlighted the need for teacher education practices built with teachers, rather than for them.