Technological knowledge of chemistry teachers in professional development: a case study within the Professional Master of Chemistry in National Network - PROFQUI

• Autor(a) principal: Gonzaga, Glaucia Ribeiro
• Data de Publicação: 2019
• Outros Autores: Paiva, Daniel Costa de, Eichler, Marcelo Leandro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educitec
• Texto Completo: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/915
• topic: Educational Technology; Teacher Training; Chemistry and Professional Improvement; Tecnologia Educacional; Formação Docente; Química e Aperfeiçoamento Profissional

Considering a longitudinal study, this paper presents part of a work which analysis skill, especially about habilities and behaviours by chemistry teachers from Rio Grande do Sul. The participants are in the formal process of development through the Professional Master of Chemistry in National Network (PROFQUI), Federal University of Rio Grande do Sul (UFRGS). For this investigation, a quali-quantitative survey was carried out through a questionnaire applied to the regular students who volunteered to participate in this survey, in order to characterize them, identifying the levels of different skills was considered an approach of the relationship of familiarity, learn and use with a five-level opinion scale. The results point that teachers in processes of professional evolution need to develop their technological, cognitive and social skills, which can be improved with this paper proposals to PROFQUI. In an environment of exchange of experiences and knowledge constructions, PROFQUI naturally favors, not only the development of the individual adapted to a new and changing society, but also the development of a contemporary professional of education with the best skills to improve the results. In the end, the promising paths and mainly action points are discussed.