TEACHER’S KNOWLEDGE IN THE INITIAL TRAINING OF BIOLOGY TEACHER

Detalhes bibliográficos
Autor(a) principal: Maciel Cabral, Hiléia Monteiro
Data de Publicação: 2019
Outros Autores: Cabral da Silva, Cirlande, Oliveira de Araujo, Cleusa Suzana
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prática Docente
Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/528
Resumo: Teaching knowledge is a determining factor in teacher activity. Several authors highlight the knowledge considered necessary for the teacher to know how to teach, which brings us back to an initial contextualized and grounded formation, in which the pedagogical practice is the starting point for understanding the phenomena that are presented there. The objective of this research was to understand which teaching knowledge is present in the licenciandos of the course of Biological Sciences of the University of the State of Amazonas. As a methodology for data analysis, we used Bardin’s content analysis. The data collection was carried out from a questionnaire with 20 licenciandos of the course of Biological Sciences. The results of this research reveal the presence of the teaching identity, the experiential knowledge and the professional training process. In this way, the construction of knowledge is the result of the set of steps, which occurs at all times during teacher education.
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spelling TEACHER’S KNOWLEDGE IN THE INITIAL TRAINING OF BIOLOGY TEACHERSABERES DOCENTES NA FORMAÇÃO INICIAL DE PROFESSORES DE BIOLOGIAFormação InicialSaberes DocenteBiologiaKnowing TeacherInitial formationBiologyTeaching knowledge is a determining factor in teacher activity. Several authors highlight the knowledge considered necessary for the teacher to know how to teach, which brings us back to an initial contextualized and grounded formation, in which the pedagogical practice is the starting point for understanding the phenomena that are presented there. The objective of this research was to understand which teaching knowledge is present in the licenciandos of the course of Biological Sciences of the University of the State of Amazonas. As a methodology for data analysis, we used Bardin’s content analysis. The data collection was carried out from a questionnaire with 20 licenciandos of the course of Biological Sciences. The results of this research reveal the presence of the teaching identity, the experiential knowledge and the professional training process. In this way, the construction of knowledge is the result of the set of steps, which occurs at all times during teacher education.Os saberes docentes são determinantes na atividade do professor. Diversos autores evidenciam os conhecimentos considerados necessários ao professor para saber ensinar, o que nos remete a uma formação inicial contextualizada e fundamentada, em que a prática pedagógica constitui ponto de partida para a compreensão dos fenômenos que ali se apresentam. O objetivo dessa pesquisa foi compreender quais saberes docentes estão presentes nos licenciandos do curso de Ciências Biológicas da Universidade do Estado do Amazonas. Como metodologia de análise dos dados, utilizamos a análise de conteúdo de Bardin. A coleta de dados foi realizada a partir de um questionário com 20 licenciandos do curso de Ciências Biológicas. Os resultados desta pesquisa revelam a presença da identidade docente, os saberes experienciais e o processo de formação profissional. Dessa forma, a construção do conhecimento é o resultado do conjunto de etapas, que ocorre a todo momento durante a formação do professor.Revista Prática Docente2019-12-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionNatural SciencesCiencias NaturalesCiências Naturaisapplication/pdfhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/52810.23926/RPD.2526-2149.2019.v4.n2.p669-684.id515Revista Prática Docente (Journal Practice Teacher); Vol. 4 No. 2 (2019): Julho a Dezembro 2019; 669-684Revista Prática Docente (Revista Práctica Docente); Vol. 4 Núm. 2 (2019): Julho a Dezembro 2019; 669-684Revista Prática Docente; v. 4 n. 2 (2019): Julho a Dezembro 2019; 669-6842526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/528/518Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessMaciel Cabral, Hiléia MonteiroCabral da Silva, CirlandeOliveira de Araujo, Cleusa Suzana2023-06-07T00:48:10Zoai:ojs2.periodicos.cfs.ifmt.edu.br:article/528Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2023-06-07T00:48:10Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv TEACHER’S KNOWLEDGE IN THE INITIAL TRAINING OF BIOLOGY TEACHER
SABERES DOCENTES NA FORMAÇÃO INICIAL DE PROFESSORES DE BIOLOGIA
title TEACHER’S KNOWLEDGE IN THE INITIAL TRAINING OF BIOLOGY TEACHER
spellingShingle TEACHER’S KNOWLEDGE IN THE INITIAL TRAINING OF BIOLOGY TEACHER
Maciel Cabral, Hiléia Monteiro
Formação Inicial
Saberes Docente
Biologia
Knowing Teacher
Initial formation
Biology
title_short TEACHER’S KNOWLEDGE IN THE INITIAL TRAINING OF BIOLOGY TEACHER
title_full TEACHER’S KNOWLEDGE IN THE INITIAL TRAINING OF BIOLOGY TEACHER
title_fullStr TEACHER’S KNOWLEDGE IN THE INITIAL TRAINING OF BIOLOGY TEACHER
title_full_unstemmed TEACHER’S KNOWLEDGE IN THE INITIAL TRAINING OF BIOLOGY TEACHER
title_sort TEACHER’S KNOWLEDGE IN THE INITIAL TRAINING OF BIOLOGY TEACHER
author Maciel Cabral, Hiléia Monteiro
author_facet Maciel Cabral, Hiléia Monteiro
Cabral da Silva, Cirlande
Oliveira de Araujo, Cleusa Suzana
author_role author
author2 Cabral da Silva, Cirlande
Oliveira de Araujo, Cleusa Suzana
author2_role author
author
dc.contributor.author.fl_str_mv Maciel Cabral, Hiléia Monteiro
Cabral da Silva, Cirlande
Oliveira de Araujo, Cleusa Suzana
dc.subject.por.fl_str_mv Formação Inicial
Saberes Docente
Biologia
Knowing Teacher
Initial formation
Biology
topic Formação Inicial
Saberes Docente
Biologia
Knowing Teacher
Initial formation
Biology
description Teaching knowledge is a determining factor in teacher activity. Several authors highlight the knowledge considered necessary for the teacher to know how to teach, which brings us back to an initial contextualized and grounded formation, in which the pedagogical practice is the starting point for understanding the phenomena that are presented there. The objective of this research was to understand which teaching knowledge is present in the licenciandos of the course of Biological Sciences of the University of the State of Amazonas. As a methodology for data analysis, we used Bardin’s content analysis. The data collection was carried out from a questionnaire with 20 licenciandos of the course of Biological Sciences. The results of this research reveal the presence of the teaching identity, the experiential knowledge and the professional training process. In this way, the construction of knowledge is the result of the set of steps, which occurs at all times during teacher education.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Natural Sciences
Ciencias Naturales
Ciências Naturais
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/528
10.23926/RPD.2526-2149.2019.v4.n2.p669-684.id515
url https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/528
identifier_str_mv 10.23926/RPD.2526-2149.2019.v4.n2.p669-684.id515
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/528/518
dc.rights.driver.fl_str_mv Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Revista Prática Docente
publisher.none.fl_str_mv Revista Prática Docente
dc.source.none.fl_str_mv Revista Prática Docente (Journal Practice Teacher); Vol. 4 No. 2 (2019): Julho a Dezembro 2019; 669-684
Revista Prática Docente (Revista Práctica Docente); Vol. 4 Núm. 2 (2019): Julho a Dezembro 2019; 669-684
Revista Prática Docente; v. 4 n. 2 (2019): Julho a Dezembro 2019; 669-684
2526-2149
reponame:Revista Prática Docente
instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
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instname_str Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron_str IFMT
institution IFMT
reponame_str Revista Prática Docente
collection Revista Prática Docente
repository.name.fl_str_mv Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
repository.mail.fl_str_mv revistapraticadocente@cfs.ifmt.edu.br||
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