Development of didactic analysis and intervention competency among teachers of Brazilian Basic Education

Abstract

Background: Competency-based education has become an international trend, highlighting the need to train teachers in the field of professional competencies. Objective: To analyse the level of the didactic analysis and intervention competency developed by third-grade elementary school teachers. Design: Qualitative descriptive-interpretative research. Setting and participants: Two third-grade elementary school teachers from the municipality of Canoas, RS, Brazil, participants in a continuing education cycle focused on the four operations with natural numbers, based on the competencies and didactic-mathematical knowledge model of the onto-semiotic approach. Data collection and analysis: Discursive textual analysis using a priori categories grounded in the didactic suitability criteria and in the levels of development of the didactic analysis and intervention competency. The analysis was carried out through classroom observations and records of the participants before and during the training cycle. Results: The findings indicate a significant improvement in the participants’ didactic analysis and intervention competency, as evidenced by advances in their teaching practices, with clearer explanations adapted to students’ levels and supported by strategies such as mental calculations and symbolic representations. The training also encouraged the use of concrete materials and visual resources, fostering interaction between peers, collaboration, and student autonomy. In addition, the teachers reached higher levels of critical reflection on lesson planning, enhancing their practices through the didactic suitability criteria. Conclusions: Continuing professional development of teachers proved essential for strengthening their competencies, underscoring the need to expand and sustain such formative initiatives to ensure pedagogical practices align with the demands of contemporary education.