Conhecimento pedagógico e conhecimento químico na formação de professores: a construção da identidade docente
Carregando...
Data
2016-02
Título da Revista
ISSN da Revista
Título de Volume
Editor
Resumo
This 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.
Descrição
Palavras-chave
Graduation in chemistry, Pedagogical content knowledge, Teacher education
Citação
CASSIANO, 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.