Teacher education in (auto)biographical research: state of knowledge in CIPA 2018

Abstract

This article aims to map (auto)biographical researches that consider the narratives of the self as training and self-training in relation to Statistics Education. To do so, it seeks to answer the question: which (auto)biographical researches have been produced in the field of Statistics Education in the early years of elementary school in relation to teacher training? For this mapping, we considered the Annals of the International Congress on (Auto)Biographical Research - CIPA in 2018, which is an important international forum for debates in Education on research with biographical and autobiographical narratives. The relevance lies in the self-narratives elaborated by teachers considering their teaching learning, which enables the resizing of their professional identities and promotes teaching agency. The following elements of the mapped studies were taken as methodological basis: the main focus of the investigation and its sub-focuses; objectives; research participants; methodology and results. The study brings relevant subsidies regarding the importance of (auto)biographical research for teacher training, as well as the gaps to be investigated in Statistics Education in the early years of elementary school.