A pesquisa na formação de formadores de professores: em foco, a educação química
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Data
2010-11
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Resumo
The Research In Training For Teachers Trainers: Focus Education In Chemistry. Most of professor’s formative’s initiatives – although timid – have been placed among institutional policies of each university. Among those initiatives, this study intends to explain how the adoption of research, as the articulator principle, can contribute to the formation of the professors. This work is characterized as research-action and presents a possible proposal for intervention in formative cases aimed at promoting a learning process in which the professor is the focus. The results indicate that the teacher responsible for the teacher’s formative process can be considered a standalone and an emancipated professional, because he/she was able to reflect critically on his/her practice to understand both the characteristics of teaching-learning processes and its context of action, so that his/her work was crucial to the development of actions that could contemplate the stand-alone and emancipating formative process of his/her students.
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Formação de formadores, Educação química, Prática docente, Pesquisa-ação, Teacher’s formative’s initiatives, Chemical education, Teaching process, Research-action
Citação
BENITE, Claudio Roberto Machado; BENITE, Anna Maria Canavarro; ECHEVERRÍA, Agustina Rosa. A pesquisa na formação de formadores de professores: em foco, a educação química. Química Nova na Escola, São Paulo, v. 32, n. 4, p. 257-266, nov. 2010.