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dc.creatorCassiano, Karla Ferreira Dias-
dc.creatorMesquita, Nyuara Araujo da Silva-
dc.date.accessioned2018-10-15T12:11:04Z-
dc.date.available2018-10-15T12:11:04Z-
dc.date.issued2016-02-
dc.identifier.citationCASSIANO, Karla F. Dias; MESQUITA, Nyuara A. da Silva; RIBEIRO, Pabline Galvão. Conhecimento pedagógico e conhecimento químico na formação de professores: a construção da identidade docente. Quimica Nova, São Paulo, v. 39, n. 2, p. 250-259, fev. 2016.pt_BR
dc.identifier.issn0100-4042O-
dc.identifier.issne- 1678-7064-
dc.identifier.urihttp://repositorio.bc.ufg.br/handle/ri/16178-
dc.description.abstractThis paper presents results of a content analysis of the formative professional profile of undergraduates within the context of Brazil’s expansion of its federal education system and implementing of teacher training policies. The analysis focuses on the conceptions of undergraduates regarding elements of their initial training and professional perspectives, as recorded in narratives, interviews, and questionnaires. Based on the relationships identified between the recorded content and the Educational Course Project, we identified three categories of analysis that point to tensions generated during the professional development of chemistry teachers: 1) The relationship between pedagogical knowledge and chemical knowledge; 2) the conceptual aspects of science education, as represented by the different ways that students understand the “ionization process”; and 3) teaching identity, including the elements indicative of the identity construction of future teachers. The results indicate that the educational and professional profile of undergraduates is marked by a particular tension between chemical content knowledge and pedagogical content, as well as a lack of objectivity and focus on the course’s original intent. This situation has produced a multifaceted training context in which there is confusion regarding aspects relating to the licensing, teaching modalities, and preparation of the chemistry education professional.pt_BR
dc.language.isoporpt_BR
dc.rightsAcesso Abertopt_BR
dc.subjectGraduation in chemistrypt_BR
dc.subjectPedagogical content knowledgept_BR
dc.subjectTeacher educationpt_BR
dc.titleConhecimento pedagógico e conhecimento químico na formação de professores: a construção da identidade docentept_BR
dc.title.alternativePedagogical knowledge and chemical knowledge in teacher education: teacher identity buildingpt_BR
dc.typeArtigopt_BR
dc.publisher.countryBrasilpt_BR
dc.identifier.doi10.5935/0100-4042.20150167-
dc.publisher.departmentInstituto de Química - IQ (RG)pt_BR
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