O papel da formação continuada no desenvolvimento profissional de professores de ciências
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/16034 |
Resumo: | The goal of this research was to investigate and analyze the process of continuing education referred to inquiry-based science research, of science teachers, to verify their potential to enhance teacher professional development and to search in which aspects these might occur. The Environmental Investigative Project, developed by the Training and Research Environmental Center (CEPEMA), of the University of São Paulo (USP) was developed for educational programs, aiming to prepare teachers to work with inquiry projects in science classrooms, focusing on environmental issues with their students. The subjects studied are regular science teachers of middle school of the municipal schools of cities near the coast of Sao Paulo. To collect data, two instruments were applied: group discussion and interviews. Document analysis was also performed on data collected by the teacher education program. This dissertation is based, on inquiry-based teaching, using the Inquiry and the National Science Education Standards: A Guide for Teaching and Learning, american National Research Council works, and Barab s researches (2001, 2002, 2003 were consulted). Regarding professional development and continuing education, this research is relied mainly on the works of Fundação Carlos Chagas reports, Nóvoa (2007, 2008, 2009), Roldão (1998, 2004, 2005, 2007, 2009), Imbernón (2009, 2010), Shulman (2005) and Tardif (2008). The results show that the Environmental Investigate Project implemented in the schools by these teachers, helped their professional development, stimulated the need of continuous learning, investigating and reflection. It was also shown that it helped to work with strategies of reflection and research, such as written records, exchange of experiences, use of virtual tools and the research experience itself. It encouraged teachers not only to construct knowledge but also professional knowledge. In addition, it has made possible that this knowledge could be conveyed in a community of professionals. As a result, teachers believe they have understood the meaning of inquiry-based teaching science, while they also have been able to develop professionally themselves. Finally, this dissertation shows that it is possible to contribute to a continuing education program aiming teacher professional development, if the program itself is able to investigate and reflect on the training of the development of these teachers together with them |
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Placco, Vera Maria Nigro de Souzahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4705170Z6Morita, Eliana Midori2016-04-28T20:56:30Z2012-06-262012-05-30Morita, Eliana Midori. O papel da formação continuada no desenvolvimento profissional de professores de ciências. 2012. 194 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012.https://tede2.pucsp.br/handle/handle/16034The goal of this research was to investigate and analyze the process of continuing education referred to inquiry-based science research, of science teachers, to verify their potential to enhance teacher professional development and to search in which aspects these might occur. The Environmental Investigative Project, developed by the Training and Research Environmental Center (CEPEMA), of the University of São Paulo (USP) was developed for educational programs, aiming to prepare teachers to work with inquiry projects in science classrooms, focusing on environmental issues with their students. The subjects studied are regular science teachers of middle school of the municipal schools of cities near the coast of Sao Paulo. To collect data, two instruments were applied: group discussion and interviews. Document analysis was also performed on data collected by the teacher education program. This dissertation is based, on inquiry-based teaching, using the Inquiry and the National Science Education Standards: A Guide for Teaching and Learning, american National Research Council works, and Barab s researches (2001, 2002, 2003 were consulted). Regarding professional development and continuing education, this research is relied mainly on the works of Fundação Carlos Chagas reports, Nóvoa (2007, 2008, 2009), Roldão (1998, 2004, 2005, 2007, 2009), Imbernón (2009, 2010), Shulman (2005) and Tardif (2008). The results show that the Environmental Investigate Project implemented in the schools by these teachers, helped their professional development, stimulated the need of continuous learning, investigating and reflection. It was also shown that it helped to work with strategies of reflection and research, such as written records, exchange of experiences, use of virtual tools and the research experience itself. It encouraged teachers not only to construct knowledge but also professional knowledge. In addition, it has made possible that this knowledge could be conveyed in a community of professionals. As a result, teachers believe they have understood the meaning of inquiry-based teaching science, while they also have been able to develop professionally themselves. Finally, this dissertation shows that it is possible to contribute to a continuing education program aiming teacher professional development, if the program itself is able to investigate and reflect on the training of the development of these teachers together with themO objetivo desta pesquisa é analisar o processo de formação continuada referente ao ensino de ciências por investigação, junto a professores de ciências, e verificar seu potencial para propiciar o desenvolvimento profissional dos participantes e em quais aspectos. Para tanto, recorreu-se aos dados do Projeto Investigações Ambientais, que, em uma parceria com o Centro de Capacitação e Pesquisa em Meio Ambiente (CEPEMA), da Escola Politécnica da USP, desenvolveu um programa de formação continuada, com o objetivo de formar professores para trabalharem com projetos investigativos com temática ambiental junto a seus alunos. Os sujeitos pesquisados são professores efetivos de ciências do Ensino Fundamental, anos finais, de uma rede de ensino municipal do litoral do estado de São Paulo. Para coletar os dados, foram aplicados dois instrumentos, o grupo de discussão e uma entrevista. Também foi realizada análise documental dos dados coletados pelo próprio programa de formação continuada. A dissertação fundamenta-se, no que se refere ao ensino de ciências por investigação, no Inquiry and the National Science Education Standards: A Guide for Teaching and Learning do National Research Council americano e nos trabalhos de Barab (2001, 2002, 2003). No que concerne à formação continuada, o material base utilizado foi o relatório realizado pela Fundação Carlos Chagas sobre formação continuada de professores. Em relação ao desenvolvimento profissional e formação continuada, essa pesquisa se apoiou, sobretudo, nos trabalhos de Nóvoa (2007, 2008, 2009), Roldão (1998, 2004, 2005, 2007, 2009) e Imbernón (2009, 2010), além de Shulman (2005) e Tardif (2008). Os resultados apontam que o Projeto Investigações Ambientais ajudou no desenvolvimento profissional dos professores participantes, ao estimular a necessidade de continuar a aprender, a investigar e a refletir. Ajudou ao trabalhar com estratégias de reflexão e de investigação, como o registro escrito, a troca de experiências, o uso de ferramentas virtuais e de pesquisa. Ajudou ao fazer com que os professores construíssem conhecimentos ou saberes profissionais. Além disso, possibilitou que estes conhecimentos pudessem ser comunicados em uma comunidade de profissionais. Como consequência, os professores acreditam ter compreendido o significado de ensino de ciências por investigação, ao mesmo tempo em que se desenvolveram profissionalmente. Por fim, essa dissertação aponta que há a possibilidade de um programa de formação continuada contribuir no desenvolvimento profissional, se a própria equipe formadora for capaz de investigar e de refletir sobre a formação dada aos professoresCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32245/Eliana%20Midori%20Morita.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaFormação continuadaDesenvolvimento profissionalEnsino de ciências por investigaçãoContinuing educationProfessional developmentInquiry-based teaching scienceCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALO papel da formação continuada no desenvolvimento profissional de professores de ciênciasinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTEliana Midori Morita.pdf.txtEliana Midori Morita.pdf.txtExtracted texttext/plain408528https://repositorio.pucsp.br/xmlui/bitstream/handle/16034/3/Eliana%20Midori%20Morita.pdf.txt441017f4d5220e281fb3d25b96448bfdMD53ORIGINALEliana Midori Morita.pdfapplication/pdf2982550https://repositorio.pucsp.br/xmlui/bitstream/handle/16034/1/Eliana%20Midori%20Morita.pdfac2033b74235019e8d57271421a13f75MD51THUMBNAILEliana Midori Morita.pdf.jpgEliana Midori Morita.pdf.jpgGenerated Thumbnailimage/jpeg2365https://repositorio.pucsp.br/xmlui/bitstream/handle/16034/2/Eliana%20Midori%20Morita.pdf.jpg7d206b74708eb370a470d0065c140fc8MD52handle/160342022-04-27 15:19:11.641oai:repositorio.pucsp.br:handle/16034Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T18:19:11Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
O papel da formação continuada no desenvolvimento profissional de professores de ciências |
title |
O papel da formação continuada no desenvolvimento profissional de professores de ciências |
spellingShingle |
O papel da formação continuada no desenvolvimento profissional de professores de ciências Morita, Eliana Midori Formação continuada Desenvolvimento profissional Ensino de ciências por investigação Continuing education Professional development Inquiry-based teaching science CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
title_short |
O papel da formação continuada no desenvolvimento profissional de professores de ciências |
title_full |
O papel da formação continuada no desenvolvimento profissional de professores de ciências |
title_fullStr |
O papel da formação continuada no desenvolvimento profissional de professores de ciências |
title_full_unstemmed |
O papel da formação continuada no desenvolvimento profissional de professores de ciências |
title_sort |
O papel da formação continuada no desenvolvimento profissional de professores de ciências |
author |
Morita, Eliana Midori |
author_facet |
Morita, Eliana Midori |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Placco, Vera Maria Nigro de Souza |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4705170Z6 |
dc.contributor.author.fl_str_mv |
Morita, Eliana Midori |
contributor_str_mv |
Placco, Vera Maria Nigro de Souza |
dc.subject.por.fl_str_mv |
Formação continuada Desenvolvimento profissional Ensino de ciências por investigação |
topic |
Formação continuada Desenvolvimento profissional Ensino de ciências por investigação Continuing education Professional development Inquiry-based teaching science CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
dc.subject.eng.fl_str_mv |
Continuing education Professional development Inquiry-based teaching science |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
description |
The goal of this research was to investigate and analyze the process of continuing education referred to inquiry-based science research, of science teachers, to verify their potential to enhance teacher professional development and to search in which aspects these might occur. The Environmental Investigative Project, developed by the Training and Research Environmental Center (CEPEMA), of the University of São Paulo (USP) was developed for educational programs, aiming to prepare teachers to work with inquiry projects in science classrooms, focusing on environmental issues with their students. The subjects studied are regular science teachers of middle school of the municipal schools of cities near the coast of Sao Paulo. To collect data, two instruments were applied: group discussion and interviews. Document analysis was also performed on data collected by the teacher education program. This dissertation is based, on inquiry-based teaching, using the Inquiry and the National Science Education Standards: A Guide for Teaching and Learning, american National Research Council works, and Barab s researches (2001, 2002, 2003 were consulted). Regarding professional development and continuing education, this research is relied mainly on the works of Fundação Carlos Chagas reports, Nóvoa (2007, 2008, 2009), Roldão (1998, 2004, 2005, 2007, 2009), Imbernón (2009, 2010), Shulman (2005) and Tardif (2008). The results show that the Environmental Investigate Project implemented in the schools by these teachers, helped their professional development, stimulated the need of continuous learning, investigating and reflection. It was also shown that it helped to work with strategies of reflection and research, such as written records, exchange of experiences, use of virtual tools and the research experience itself. It encouraged teachers not only to construct knowledge but also professional knowledge. In addition, it has made possible that this knowledge could be conveyed in a community of professionals. As a result, teachers believe they have understood the meaning of inquiry-based teaching science, while they also have been able to develop professionally themselves. Finally, this dissertation shows that it is possible to contribute to a continuing education program aiming teacher professional development, if the program itself is able to investigate and reflect on the training of the development of these teachers together with them |
publishDate |
2012 |
dc.date.available.fl_str_mv |
2012-06-26 |
dc.date.issued.fl_str_mv |
2012-05-30 |
dc.date.accessioned.fl_str_mv |
2016-04-28T20:56:30Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Morita, Eliana Midori. O papel da formação continuada no desenvolvimento profissional de professores de ciências. 2012. 194 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16034 |
identifier_str_mv |
Morita, Eliana Midori. O papel da formação continuada no desenvolvimento profissional de professores de ciências. 2012. 194 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012. |
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por |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
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Pontifícia Universidade Católica de São Paulo |
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