The Discursive Didactic Procedures as exemplary practical knowledge of a Physics teacher trainer

• Autor(a) principal: Vieira, Rodrigo Drumond
• Data de Publicação: 2013
• Outros Autores: de Melo, Viviane Florentino, Bernardo, José Roberto da Rocha
• 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/2175-7941.2014v31n2p289

From discussions regarding the professionalization of education and the teachers’ professional knowledge, in this paper we present our discursive approach to investigate the practical knowledge of an experienced physics teacher trainer. The analyses focus on his practical knowledge that we have called “Discursive Didactic Procedures”  (DDP).  The  DDP  are  the  means  by  which  the teachers’ pursue their didactic goals and manage the discourse within their classrooms. The objectivity of such practical knowledge is assured by its argumentative character evinced by discourse analysis. We consider that the analysis and mapping of these  procedures  can  inform  other  teachers’  practices,  thus contributing  for  transformation  of  ideas  and  practices.  We conclude reinforcing the need to compose and increase a repertory about the  teachers’  procedures  that  encompass  the  diversity  of science and physics classes in teacher education.