Reflective training teachers in Astronomy: indicators that contribute in the process

• Autor(a) principal: Langhi, Rodolfo
• Data de Publicação: 2018
• Outros Autores: Oliveira, Fabiana Andrade de, Vilaça, Janer
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2018v35n2p461

Researches point to problems of the Astronomy teaching related with factors of the initial training of teachers. Then, some non-formal establishments offer courses called "continuing education" to improvement the Astronomy Education and supply these gaps. However, research results point that these formative moments are predominantly based only in contents and has not provided a change practice teacher. Our objective in this investigation is understand how overcome this model. So, this study sought by indicators what are presented as contributors to teacher training under reflective approaches, with an effective change in the practice of teachers to Astronomy at school. These indicators were constituted from the Content Analysis of the discourses of teachers during a continuous formation and point to three phases of this reflexive process: the teachers recognize the importance of Astronomy teaching, they identify their intrinsic and extrinsic problems and they change their actions to teach Astronomy.