Banca de DEFESA: POLIANA SCHETTINI SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : POLIANA SCHETTINI SILVA
DATE: 06/02/2024
TIME: 08:00
LOCAL: Conferência Web
TITLE:

Teaching knowledge in physics teacher training: an analysis of the planning and execution of a didactic sequence

KEY WORDS:

Initial teacher education; Education of physics teachers; Teaching knowledge; Pedagogical Content Knowledge; Supervised pre-service teacher's practicum.

PAGES: 298
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research, of a phenomenological nature, had as its starting point our dissatisfaction with the way Physics Teaching is found in Basic Education, linked to our conception that the search for improving it necessarily involves improving teacher training. We believe that teacher training needs to be aligned with the conception of teacher we want working in Basic Education and because of this, we initially focused on understanding how physics teachers are being trained, analyzing and discussing the models of teacher training that structure the country's undergraduate courses, in addition to systematically looking at the development of teaching knowledge that makes up the teacher's knowledge base. Therefore, we focus our attention on the Supervised practicum in initial teachers education, as we understand the training potential it has, as it is during this moment that the student is faced with all the variables of teaching work, occupying the role of teacher for the first time. Therefore, throughout the research we aimed to: i) understand the meanings attributed, by Physics graduates, to teaching knowledge related to the planning and execution of a Didactic Sequence, prepared based on the Theory of Meaningful Learning; and ii) analyze the composition of the Pedagogical Content Knowledge (PCK) of graduates at different times. To achieve these objectives, we developed qualitative research using participant observation as a research technique. The data were collected from a Supervised pre-services class of the Physics Degree course at the Federal University of Recôncavo da Bahia, at the Teacher Education Center. The results were analyzed in the light of Content Analysis and showed that the undergraduates managed to develop a set of teaching knowledge related to teaching skills, however no knowledge was developed regarding the use of Meaningful Learning Theory. Furthermore, it was possible to infer that there was a movement in the PCK of undergraduate students, when we compared its composition at different moments. Finally, we identified that while the course's PPC presents traces of technical rationality, the supervised internship discipline was structured along the lines of critical rationality, contributing to the development of a critical-reflective stance in undergraduates.

COMMITTEE MEMBERS:
Presidente - ***.834.344-** - INDIANARA LIMA SILVA - UEFS
Interno - ***.052.785-** - ELDER SALES TEIXEIRA - UEFS
Externo à Instituição - SERGIO LUIZ BRAGATTO BOSS - UFRB
Externa à Instituição - ANA CRISTINA SANTOS DUARTE - UESB
Externo à Instituição - ALESSANDRO FREDERICO DA SILVEIRA - UEPB