Conhecimento especializado de professores de física : configurando os possíveis domínios deste conhecimento

• Autor(a) principal: Lima, Stela Silva
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/5900
• topic: PTSK; Conhecimento especializado de professores; Base de conhecimento de professores; MTSK; PCK; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; PTSK; Specialized teacher knowledge; Knowledge Base; MTSK; PCK

Teachers´ knowledge base is a recurring topic of research in the field of Education. These investigations in many cases adopt models to characterize teachers´ knowledge, once the systematization allows better understanding of the subject, expanding its potential contribution in this aspect of teacher education. The understanding that the teachers´ knowledge base is specialized has been incorporated in the academic community. In this way, the proposed models are more focused on specific disciplinary areas, such as Mathematics, Biology, Chemistry and Physics. In order to contribute to their professionalization and teaching appreciation, this research focuses on the knowledge of Physics teachers, under the paradigm of specialization, refraining from generic approaches to Physics teaching and the teaching profession. The model Physics Teacher's Specialized Knowledge (PTSK), proposed in 2018 (LIMA, 2018), based on the theoretical framework of the MTSK, was adopted as an initial theoretical reference. The objective of this investigation was to propose the model of Specialized Knowledge of Physics Teachers (PTSK) with a clear description of its conceptual basis and of all its components, that is, its domains, subdomains and categories in order to describe the system of knowledge. skills needed by the teacher to teach Physics. Part of this model was already designed in our master's dissertation (LIMA, 2018), now deserving a review based on new theorists we consulted and with the complementation of the model already started, focusing on the definition of the categories of specialized knowledge of Physics teachers not yet proposed. For that, four distinct phases were carried out in the construction of the model elements. Initially, the parts of the model already built were reviewed (LIMA, 2018), for their validation and/or complementation. Second, with document analysis, categories were outlined, not yet defined, from episodes of Physics teaching, published in periodicals and dissertations, which met four pre-defined criteria: (i) Be based on the real practice of Physics teaching; (ii) Reconstruct the teaching episode; (iii) Contain detailed descriptions of situations experienced during content teaching; and (iv) Part of the selected texts should address the experimental aspect of Physics teaching. Subsequently, the improvement of the model (as a whole) was sought based on documental analysis of research in Physics teaching and national official documents that regulate the activity of teaching Physics and the formation of Physics teachers. For final refinement, the model was submitted to the appreciation of four expert professors. in the selection of specialists, professors of Physics Teaching and/or professors with mastery of theoretical models of the specialized knowledge of professors were included. This process led to the final construction of the PTSK MODEL (Model of Physics Teacher's Specialized Knowledge). The proposed PTSK model is composed of two domains, each one subdivided into three subdomains. The Knowledge of Physics domain encompasses the already established disciplinary knowledge of Physics, the relationships between its areas of knowledge and the ways of researching and producing in Pure and Applied Physics. The other domain, Pedagogical Knowledge of Physics Content, encompasses knowledge related to the teaching and learning of Physics and its curricular parameters. Each of the six subdomains is made up of different categories according to their specific characteristics. It is noteworthy that the purpose of the components of the PTSK theoretical model is merely analytical and does not imply an incremental view of the formation and development of the knowledge base of Physics teachers.