TEACHING KNOWLEDGE: TEACHERS’ DEVELOPMENT IN THE CONTEXT OF THE SCIENCE AT SCHOOL PROJECT

Authors

DOI:

https://doi.org/10.5212/Rev.Conexao.v.18.19654.004

Abstract

This paper presents the results of an analysis carried out focusing on the Teaching Knowledge consolidated by teachers in continuous education participating in the self-reflexive community of the Science at School Project. To reach this aim, excerpts from reflective narratives of 26 participants were analyzed in response to the question: What kind knowledge is consolidated from their participation in the Science at School Project? The narratives were submitted to thematic content analysis, through the systematization of the concepts presented by Lee Shulman. We verified that teachers in training understand their importance for the production/transformation of knowledge, seeing themselves as knowledge educators. They refer to the Pedagogical Knowledge of Content, Curricular Knowledge and Knowledge of the Specific Content as the Teaching Knowledge consolidated during the training of the Project. The training activities developed in the Project are essential to trigger critical reflection and to develop Teaching Knowledge on the part of teachers in training.

Author Biographies

Daniele Bremm, Universidade Federal da Fronteira Sul -UFFS

Aluna de Mestrado da Universidade Federal da Fronteira Sul (UFFS), Cerro Largo - Brasil.

Karen Regina Michelon, Universidade Federal da Fronteira Sul -UFFS

Possui Licenciatura em Matemática pela Universidade Regional Integrada do alto Uruguai e das Missões (URI) Campus Santo Ângelo (2018), foi bolsista pelo Programa Institucional de Bolsas de Iniciação à Docência (PIBID/CAPES 2014 - 2018), atualmente é Mestranda do Programa de Pós-Graduação em Ensino de Ciências - PPGEC/UFFS (2021-2022) e professora titular na Escola Estadual de Ensino Fundamental Senador Alberto Pasqualini (Três de Maio - RS), ministrando as disciplinas de Matemática, Ciências e Cooperativismo, até a presente data.

Roque Ismael da Costa Güllich, Universidade Federal da Fronteira Sul -UFFS

Professor da Universidade Federal da Fronteira Sul (UFFS), Cerro Largo – Brasil. Doutorado em Educação.

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Published

2022-02-16

Issue

Vol. 18 No. 1 (2022): Publicação Contínua

Section

ARTIGOS

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