Analisando o desenvolvimento profissional de um licenciando em química: relações entre concepções epistemológicas e modelos didáticos

Detalhes bibliográficos
Autor(a) principal: Passos,Camila G.
Data de Publicação: 2017
Outros Autores: Del Pino,José C.
Tipo de documento: Artigo
Idioma: por
Título da fonte: Química Nova (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40422017000200219
Resumo: This paper comprises a case study within the scope of Chemistry teacher training that aimed to analyze the process of professional development progression of a future teacher. Therefore, we sought to identify the didactic models present in the Work Plans developed in primary schools by graduate students during supervised training. To do so, Rafael Porlán Ariza and Ana Garcia Rivero's theoretical foundation about the knowledge evolution of the teacher's professional knowledge was employed. The investigation results made evident that, during the internship period, the teacher progressed to stages deemed to be desirable to the professional development process. Moreover, evidence was found of the relation between the different academic course experiences and the teaching practices employed by the future teacher. Thus, contributions are pointed out for the comprehension about the path of professional development progression of teachers under training.
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spelling Analisando o desenvolvimento profissional de um licenciando em química: relações entre concepções epistemológicas e modelos didáticosProfessional DevelopmentDidactic ModelsEpistemological ConceptionsThis paper comprises a case study within the scope of Chemistry teacher training that aimed to analyze the process of professional development progression of a future teacher. Therefore, we sought to identify the didactic models present in the Work Plans developed in primary schools by graduate students during supervised training. To do so, Rafael Porlán Ariza and Ana Garcia Rivero's theoretical foundation about the knowledge evolution of the teacher's professional knowledge was employed. The investigation results made evident that, during the internship period, the teacher progressed to stages deemed to be desirable to the professional development process. Moreover, evidence was found of the relation between the different academic course experiences and the teaching practices employed by the future teacher. Thus, contributions are pointed out for the comprehension about the path of professional development progression of teachers under training.Sociedade Brasileira de Química2017-02-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40422017000200219Química Nova v.40 n.2 2017reponame:Química Nova (Online)instname:Sociedade Brasileira de Química (SBQ)instacron:SBQ10.21577/0100-4042.20160175info:eu-repo/semantics/openAccessPassos,Camila G.Del Pino,José C.por2017-03-31T00:00:00Zoai:scielo:S0100-40422017000200219Revistahttps://www.scielo.br/j/qn/ONGhttps://old.scielo.br/oai/scielo-oai.phpquimicanova@sbq.org.br1678-70640100-4042opendoar:2017-03-31T00:00Química Nova (Online) - Sociedade Brasileira de Química (SBQ)false
dc.title.none.fl_str_mv Analisando o desenvolvimento profissional de um licenciando em química: relações entre concepções epistemológicas e modelos didáticos
title Analisando o desenvolvimento profissional de um licenciando em química: relações entre concepções epistemológicas e modelos didáticos
spellingShingle Analisando o desenvolvimento profissional de um licenciando em química: relações entre concepções epistemológicas e modelos didáticos
Passos,Camila G.
Professional Development
Didactic Models
Epistemological Conceptions
title_short Analisando o desenvolvimento profissional de um licenciando em química: relações entre concepções epistemológicas e modelos didáticos
title_full Analisando o desenvolvimento profissional de um licenciando em química: relações entre concepções epistemológicas e modelos didáticos
title_fullStr Analisando o desenvolvimento profissional de um licenciando em química: relações entre concepções epistemológicas e modelos didáticos
title_full_unstemmed Analisando o desenvolvimento profissional de um licenciando em química: relações entre concepções epistemológicas e modelos didáticos
title_sort Analisando o desenvolvimento profissional de um licenciando em química: relações entre concepções epistemológicas e modelos didáticos
author Passos,Camila G.
author_facet Passos,Camila G.
Del Pino,José C.
author_role author
author2 Del Pino,José C.
author2_role author
dc.contributor.author.fl_str_mv Passos,Camila G.
Del Pino,José C.
dc.subject.por.fl_str_mv Professional Development
Didactic Models
Epistemological Conceptions
topic Professional Development
Didactic Models
Epistemological Conceptions
description This paper comprises a case study within the scope of Chemistry teacher training that aimed to analyze the process of professional development progression of a future teacher. Therefore, we sought to identify the didactic models present in the Work Plans developed in primary schools by graduate students during supervised training. To do so, Rafael Porlán Ariza and Ana Garcia Rivero's theoretical foundation about the knowledge evolution of the teacher's professional knowledge was employed. The investigation results made evident that, during the internship period, the teacher progressed to stages deemed to be desirable to the professional development process. Moreover, evidence was found of the relation between the different academic course experiences and the teaching practices employed by the future teacher. Thus, contributions are pointed out for the comprehension about the path of professional development progression of teachers under training.
publishDate 2017
dc.date.none.fl_str_mv 2017-02-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40422017000200219
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40422017000200219
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv 10.21577/0100-4042.20160175
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Sociedade Brasileira de Química
publisher.none.fl_str_mv Sociedade Brasileira de Química
dc.source.none.fl_str_mv Química Nova v.40 n.2 2017
reponame:Química Nova (Online)
instname:Sociedade Brasileira de Química (SBQ)
instacron:SBQ
instname_str Sociedade Brasileira de Química (SBQ)
instacron_str SBQ
institution SBQ
reponame_str Química Nova (Online)
collection Química Nova (Online)
repository.name.fl_str_mv Química Nova (Online) - Sociedade Brasileira de Química (SBQ)
repository.mail.fl_str_mv quimicanova@sbq.org.br
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