Continuous teacher training within the scope of experimental science teaching – reflection as a strategy for improving practices in the Second Cycle of Basic Education

Detalhes bibliográficos
Autor(a) principal: Reis, Susana Alexandre dos
Data de Publicação: 2016
Outros Autores: Vieira, Rui Marques
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.34624/id.v8i1.3112
Resumo: The present study is focused on the role of reflection to improve science teachers’ practices, during the implementation of the “In-Service education program for science teachers in experimental science education for the 2nd Cycle of Basic Education”. This program was conducted in a collaborative setting, between the researcher-trainer and teacher-trainees, and it emphasised the role of oral reflections, between the participants, towards the effective implementation of practical and experimental activities with students from those grades. The design of the present research was of a qualitative nature, aiming to comprehend the training process of four female teachers during their continuous education. For that purpose, a case study of descriptive-interpretative nature was employed. Audio recordings of the oral reflections, between the trainer and teacher-trainees, were made and these were subsequently transcribed. Analysis was done, on the one hand, on the answers obtained from an evaluation questionnaire, focusing on this continuous education programme; and, on the other hand, on the portfolios of each of the four teacher-trainees. Content analysis, conducted on the collected data, suggests that the four teacher-trainees emphasise the essential role of the oral reflection between them and the trainer, since it allowed them to identify positive and less positive aspects of their classroom practices, highlighting the questioning role of the teacher, and thus promoting reflection about the implemented teaching practices. Results show, accordingly, the importance of reflection as a training strategy for the personal, professional and social development of Science teachers from the 2nd Cycle of Basic Education.
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spelling Continuous teacher training within the scope of experimental science teaching – reflection as a strategy for improving practices in the Second Cycle of Basic EducationFormação continuada de professores em ensino experimental das ciências – a reflexão como estratégia para a melhoria das práticas no 2.º ciclo do Ensino BásicoThe present study is focused on the role of reflection to improve science teachers’ practices, during the implementation of the “In-Service education program for science teachers in experimental science education for the 2nd Cycle of Basic Education”. This program was conducted in a collaborative setting, between the researcher-trainer and teacher-trainees, and it emphasised the role of oral reflections, between the participants, towards the effective implementation of practical and experimental activities with students from those grades. The design of the present research was of a qualitative nature, aiming to comprehend the training process of four female teachers during their continuous education. For that purpose, a case study of descriptive-interpretative nature was employed. Audio recordings of the oral reflections, between the trainer and teacher-trainees, were made and these were subsequently transcribed. Analysis was done, on the one hand, on the answers obtained from an evaluation questionnaire, focusing on this continuous education programme; and, on the other hand, on the portfolios of each of the four teacher-trainees. Content analysis, conducted on the collected data, suggests that the four teacher-trainees emphasise the essential role of the oral reflection between them and the trainer, since it allowed them to identify positive and less positive aspects of their classroom practices, highlighting the questioning role of the teacher, and thus promoting reflection about the implemented teaching practices. Results show, accordingly, the importance of reflection as a training strategy for the personal, professional and social development of Science teachers from the 2nd Cycle of Basic Education.Este artículo está centrado en el papel de la reflexión en la mejora de las prácticas de los profesores de ciencias, durante la implementación del “Programa de Formación Continuada de Profesores del 2.º Ciclo de Educación Básica en Enseñanza Experimental de las Ciencias”. Este programa se desarrolló en un entorno colaborativo entre formador y profesores en formación, destacándose el papel de la reflexión oral entre formador y profesor en formación para la implementación efectiva de actividades prácticas y experimentales con los alumnos de aquel nivel de enseñanza. El diseño de esta investigación fue de naturaleza cualitativa. Se buscó comprender el proceso formativo de cuatro profesoras durante su formación continua, optándose por un estudio de caso, de naturaleza descriptiva-interpretativa. Así, se procedió a la grabación audio de las reflexiones orales entre formador y profesor en formación, a su trascripción y al análisis, por un lado, de las respuestas obtenidas en el cuestionario de evaluación del programa de formación continuada y, por otro, de los portafolios de cada una de las profesoras colaboradoras. El análisis de contenido realizado con los datos obtenidos parece mostrar que las cuatro profesoras destacan como fundamental el papel de la reflexión oral con el formador, que les permitió identificar aspectos positivos y aspectos menos positivos de sus prácticas en el aula, realzando el papel del formador en su constante cuestionamiento, el cual proporcionó una reflexión sobre las prácticas didáctico-pedagógicas implementadas. Estos resultados evidencian así la importancia de la reflexión como estrategia formativa para el desarrollo personal, profesional y social de profesores de ciencias del 2.º Ciclo de Educación Básica.O presente estudo centra-se no papel da reflexão na melhoria das práticas dos professores de ciências, durante a implementação do “Programa de Formação Continuada de Professores do 2.º Ciclo do Ensino Básico em Ensino Experimental das Ciências”. Este programa desenvolveu-se num ambiente colaborativo entre formador e professores-formandos, destacando-se o papel da reflexão oral entre formador e professor-formando para a implementação efetiva de atividades práticas e experimentais com os alunos daquele nível de ensino. O desenho da presente investigação foi de natureza qualitativa, procurando-se compreender o processo formativo de quatro professoras-formandas durante a sua formação continuada optandose assim por um estudo de caso, de natureza descritiva-interpretativa. Assim, procedeu-se à gravação áudio das reflexões orais entre formador e professor-formando, à sua transcrição e tratamento, à análise, por um lado, das respostas obtidas no questionário de avaliação do programa de formação continuada e, por outro, dos portefólios de cada uma das quatro professoras colaboradoras. A análise de conteúdo realizada aos dados obtidos parece mostrar que as quatro professoras destacam como fundamental o papel da reflexão oral com o formador, que lhes permitiu identificar aspetos positivos e aspetos menos positivos das suas práticas em sala de aula, realçando o papel do formador no seu constante questionamento, o qual proporcionou uma reflexão sobre as práticas didático-pedagógicas implementadas. Estes resultados evidenciam assim a importância da reflexão como estratégia formativa para o desenvolvimento pessoal, profissional e social de professores de ciências do 2.º Ciclo do Ensino Básico.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2016-07-05info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v8i1.3112https://doi.org/10.34624/id.v8i1.3112Indagatio Didactica; Vol 8 No 1 (2016); 128-142Indagatio Didactica; Vol. 8 Núm. 1 (2016); 128-142Indagatio Didactica; Vol. 8 No 1 (2016); 128-142Indagatio Didactica; vol. 8 n.º 1 (2016); 128-1421647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/3112https://proa.ua.pt/index.php/id/article/view/3112/2452Reis, Susana Alexandre dosVieira, Rui Marquesinfo:eu-repo/semantics/openAccess2023-09-22T10:15:09Zoai:proa.ua.pt:article/3112Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:00.494980Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Continuous teacher training within the scope of experimental science teaching – reflection as a strategy for improving practices in the Second Cycle of Basic Education
Formação continuada de professores em ensino experimental das ciências – a reflexão como estratégia para a melhoria das práticas no 2.º ciclo do Ensino Básico
title Continuous teacher training within the scope of experimental science teaching – reflection as a strategy for improving practices in the Second Cycle of Basic Education
spellingShingle Continuous teacher training within the scope of experimental science teaching – reflection as a strategy for improving practices in the Second Cycle of Basic Education
Reis, Susana Alexandre dos
title_short Continuous teacher training within the scope of experimental science teaching – reflection as a strategy for improving practices in the Second Cycle of Basic Education
title_full Continuous teacher training within the scope of experimental science teaching – reflection as a strategy for improving practices in the Second Cycle of Basic Education
title_fullStr Continuous teacher training within the scope of experimental science teaching – reflection as a strategy for improving practices in the Second Cycle of Basic Education
title_full_unstemmed Continuous teacher training within the scope of experimental science teaching – reflection as a strategy for improving practices in the Second Cycle of Basic Education
title_sort Continuous teacher training within the scope of experimental science teaching – reflection as a strategy for improving practices in the Second Cycle of Basic Education
author Reis, Susana Alexandre dos
author_facet Reis, Susana Alexandre dos
Vieira, Rui Marques
author_role author
author2 Vieira, Rui Marques
author2_role author
dc.contributor.author.fl_str_mv Reis, Susana Alexandre dos
Vieira, Rui Marques
description The present study is focused on the role of reflection to improve science teachers’ practices, during the implementation of the “In-Service education program for science teachers in experimental science education for the 2nd Cycle of Basic Education”. This program was conducted in a collaborative setting, between the researcher-trainer and teacher-trainees, and it emphasised the role of oral reflections, between the participants, towards the effective implementation of practical and experimental activities with students from those grades. The design of the present research was of a qualitative nature, aiming to comprehend the training process of four female teachers during their continuous education. For that purpose, a case study of descriptive-interpretative nature was employed. Audio recordings of the oral reflections, between the trainer and teacher-trainees, were made and these were subsequently transcribed. Analysis was done, on the one hand, on the answers obtained from an evaluation questionnaire, focusing on this continuous education programme; and, on the other hand, on the portfolios of each of the four teacher-trainees. Content analysis, conducted on the collected data, suggests that the four teacher-trainees emphasise the essential role of the oral reflection between them and the trainer, since it allowed them to identify positive and less positive aspects of their classroom practices, highlighting the questioning role of the teacher, and thus promoting reflection about the implemented teaching practices. Results show, accordingly, the importance of reflection as a training strategy for the personal, professional and social development of Science teachers from the 2nd Cycle of Basic Education.
publishDate 2016
dc.date.none.fl_str_mv 2016-07-05
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dc.identifier.uri.fl_str_mv https://doi.org/10.34624/id.v8i1.3112
https://doi.org/10.34624/id.v8i1.3112
url https://doi.org/10.34624/id.v8i1.3112
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dc.relation.none.fl_str_mv https://proa.ua.pt/index.php/id/article/view/3112
https://proa.ua.pt/index.php/id/article/view/3112/2452
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dc.publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
dc.source.none.fl_str_mv Indagatio Didactica; Vol 8 No 1 (2016); 128-142
Indagatio Didactica; Vol. 8 Núm. 1 (2016); 128-142
Indagatio Didactica; Vol. 8 No 1 (2016); 128-142
Indagatio Didactica; vol. 8 n.º 1 (2016); 128-142
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