TEACHING AUTHORSHIP: AN ANALYSIS SCHEME IN THE TEACHING OF SCIENCE

• Autor(a) principal: JULIANA DE OLIVEIRA MAIA
• Data de Publicação: 2020
• Outros Autores: ALBERTO VILLANI, ELISABETH BAROLL, WILSON ELMER NASCIMENTO
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação em Revista
• Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/35609
• topic: Autoria docente; desenvolvimento profissional docente; Professores de Ciências; Formação de professores; Teaching authorship; Professional teacher development; Science Teachers; Teacher training; Autoría docente; Desarrollo profesional docente; Profesores de ciencias; Formación de profesores

This work presents an analysis scheme for teaching authorship in science teaching. Theconcept of teaching authorship has been characterized in order to deepen the relationship that theteacher, in contexts of continuous formation, establishes with his own professional teacher development.The elaboration of the scheme had as a starting point testimonials of teachers, participants of courses ofProfessional Masters in Teaching of Sciences and Mathematics, extracted from works published inBrazilian periodicals. The scheme encompasses a set of indicators that account for both cognitive andsubjective factors that influence teacher professional development: dedication - null, passive and active;responsibility - null, eventual and systematic; innovation - null, technical, reflective and creative. Toexplore the scheme of analysis, we have interpreted empirical data on the participation of a teacher in aProfessional Master's Degree in Physics Teaching. The data set was obtained by means of a semistructured interview and for the process of presentation and analysis of the data we opted for a narrativeanalysis. As a conclusion, it was possible to observe that the scheme developed to characterize theteaching author has as a perspective to highlight the fact that the teacher can be original and creative alsowhen considering, in specific, the knowledge that can be related to the diverse activities of the practicepedagogical. In addition, the scheme can be an effective instrument, either for the teacher to evaluatehimself or to provide evidence about the potential contribution of the activities proposed by the trainingcontext.