Digital technologies and Chemistry teaching: the case of CAPES Professional Development Program for Teachers
DOI:
https://doi.org/10.5212/PraxEduc.v.13i2.0015Abstract
The aim of this paper was to analyze the global overview of teacher training offered by CAPES, held in Portugal and with follow-up in Brazil, in order to present the categories of analysis from the empirical field. The approach is qualitative with (micro)ethnographic inspiration, having as strategy the case study. The investigation lasted for three years and there were international and national immersions. The subjects were 50 Chemistry teachers in the international phase and 10 teachers in the national phase. The analysis was based on Content analysis with the help of the QSR Nvivo software. The main results were the appearance of three emerging domains: i) Here in the school; ii) The people here; and iii) There in Portugal. The results indicated the existence of divergences between the training program and the expectations of the teachers in professional development, as well as between the narratives and the practices of the teachers.
Keywords: Teacher training. International cooperation. Digital technologies. Chemistry teaching.
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