SOCIAL REPRESENTATIONS ABOUT ‘BEING PHYSICS TEACHER’ BASED ON KVP MODEL

• Autor(a) principal: ORTIZ, ADRIANO JOSÉ
• Data de Publicação: 2020
• Outros Autores: DE OLIVEIRA MAGALHÃES JÚNIOR, CARLOS ALBERTO, RODRIGO GIMENES, ÉDER
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação em Revista
• Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/37841
• topic: concepções; formação de professores; alunos ingressantes; alunos concluintes; Física; conceptions; teacher training; begginers students; concluding students; Physics; concepciones; formación de profesores; alumnos ingresantes; alumnos finalizantes; Física

In this paper we start from the references of Knowledge, Values and Practices to identifyconceptions and social representations in Physics undergratuates. We have used 81 propositionsstructured according to the likert scale. This instrument was applied with 25 begginers students and 10graduates of the course. The answers were divided into 19 previous indicators and organized in threedimensions: 'epistemology of science'; 'Teaching and learning' and 'training and teaching activity'. In thecase of the begginers, the students present contradictory conceptions that may reflect their knowledgeand previous representations upon joining the course. Among the graduates, it was possible to identify some differences in conceptions. Still, these differences were progressive, without abrupt breaks withrepresentations presented by the begginers. Finally, our results indicate that a traditional training model,in which pedagogical and didactic knowledge is inserted only later in the course, and not throughout itdoes not provide an environment conducive to profound changes in these representations.