TEACHERS' CONCEPTIONS ON PROFESSIONAL TRAINING TO THE SCIENCE TEACHING PRACTICE

• Autor(a) principal: Oliveira Silva, Flávia Beatriz de
• Data de Publicação: 2018
• Outros Autores: Sodré Neto, Luiz, Medeiros Azevedo, Thamara de
• 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/576
• topic: Ensino de ciências; Prática docente; Formação permanente; Science teaching; Teaching practice; Permanent training

Teacher training for Science Teaching is also essential  due to constant advances in this area, which must be accompanied by the teachers in training and in activity. Thus, this work aimed to investigate teachers' conceptions about aspects of initial and continuing training that influence their work in the classroom. For that, a qualitative research was developed through interviews with science teachers from five public schools in Paraíba, Brazil. Results indicated a predominant idea of distance between initial and continued training, whose first is considered sufficient for the performance in class, while the last is interpreted as a complementation. In addition, it prevailed among teachers the conception that practice in the classroom and graduation course have an equal relevance to the teaching performance. Possibly, practice is interpreted as a way of consolidating what was learned in the initial formation and a justification for the lack of continuity in professional formation. It is proposed, therefore, that teacher education be seen as a permanent process in which the knowledges built during initial and continuing training be interdependent.