The professional master's degree in teaching biology and its academic relevance in continuing teacher education in Pernambuco

Detalhes bibliográficos
Autor(a) principal: Lima, Kênio Erithon Cavalcante
Data de Publicação: 2023
Outros Autores: Bezerra Júnior, Jurandir José
Tipo de documento: Artigo
Idioma: por
Título da fonte: Alexandria (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/86829
Resumo: The importance of the various forms of appropriation of knowledge and of didactic-methodological procedures built with the continued training of teachers is materialized in the full exercise of teaching and in the daily relationship of teaching and learning established by them. In this sense, we verified, through discursive questions, sent via social networks and analyzed through Content Analysis, to what extent (how) this training offered by the Professional Master's in Biology Teaching (PROFBIO) contributes to the improvement of the professional performance of teachers of the program's masters by applying knowledge and didactic procedures then grounded and exercised. In their reports, the teachers highlight changes due to the greater appropriation of resources and strategies, with a focus on investigative procedures, plus knowledge from the scientific field, with reports of experience that are being socialized as a practice of disseminating constructed knowledge. In this way, they attest to the occurrence of changes that have given new meaning to their teaching practices.
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spelling The professional master's degree in teaching biology and its academic relevance in continuing teacher education in Pernambuco O mestrado profissional em ensino de biologia e sua relevância à formação continuada de professores em Pernambuco Atualização profissionalRelato de experiênciaEnsino por investigaçãoProfessional updateExperience reportingThe importance of the various forms of appropriation of knowledge and of didactic-methodological procedures built with the continued training of teachers is materialized in the full exercise of teaching and in the daily relationship of teaching and learning established by them. In this sense, we verified, through discursive questions, sent via social networks and analyzed through Content Analysis, to what extent (how) this training offered by the Professional Master's in Biology Teaching (PROFBIO) contributes to the improvement of the professional performance of teachers of the program's masters by applying knowledge and didactic procedures then grounded and exercised. In their reports, the teachers highlight changes due to the greater appropriation of resources and strategies, with a focus on investigative procedures, plus knowledge from the scientific field, with reports of experience that are being socialized as a practice of disseminating constructed knowledge. In this way, they attest to the occurrence of changes that have given new meaning to their teaching practices.A importância das diversas formas de apropriação de conhecimento e de procedimentos didático-metodológicos construídos com a formação continuada de professores se materializa no exercício pleno da docência e na relação diária do ensino-aprendizagem por eles estabelecida. Nesse sentido, verificamos, através de questões discursivas encaminhadas via redes sociais e analisadas através da Análise de Conteúdo, em que medida (como) essa formação ofertada pelo Mestrado Profissional em Ensino de Biologia (PROFBIO) contribui para a melhoria da atuação profissional docente de mestrandos do programa ao aplicarem saberes e procedimentos didáticos então fundamentados e exercitados. Em seus relatos, os docentes destacam mudanças pela maior apropriação de recursos e de estratégias, com enfoque nos procedimentos investigativos, acrescidos de saberes do campo científico, com relatos de experiência que estão sendo socializados como prática de disseminação do conhecimento construído. Dessa maneira, atestam a ocorrência de mudanças que ressignificaram suas práticas docentes.Universidade Federal de Santa Catarina2023-05-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/8682910.5007/1982-5153.2023.e86829Alexandria: Revista de Educação em Ciência e Tecnologia; v. 16 n. 1 (2023); 157-1821982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/86829/53192http://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessLima, Kênio Erithon CavalcanteBezerra Júnior, Jurandir José2023-05-22T13:42:50Zoai:periodicos.ufsc.br:article/86829Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2023-05-22T13:42:50Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv The professional master's degree in teaching biology and its academic relevance in continuing teacher education in Pernambuco
O mestrado profissional em ensino de biologia e sua relevância à formação continuada de professores em Pernambuco
title The professional master's degree in teaching biology and its academic relevance in continuing teacher education in Pernambuco
spellingShingle The professional master's degree in teaching biology and its academic relevance in continuing teacher education in Pernambuco
Lima, Kênio Erithon Cavalcante
Atualização profissional
Relato de experiência
Ensino por investigação
Professional update
Experience reporting
title_short The professional master's degree in teaching biology and its academic relevance in continuing teacher education in Pernambuco
title_full The professional master's degree in teaching biology and its academic relevance in continuing teacher education in Pernambuco
title_fullStr The professional master's degree in teaching biology and its academic relevance in continuing teacher education in Pernambuco
title_full_unstemmed The professional master's degree in teaching biology and its academic relevance in continuing teacher education in Pernambuco
title_sort The professional master's degree in teaching biology and its academic relevance in continuing teacher education in Pernambuco
author Lima, Kênio Erithon Cavalcante
author_facet Lima, Kênio Erithon Cavalcante
Bezerra Júnior, Jurandir José
author_role author
author2 Bezerra Júnior, Jurandir José
author2_role author
dc.contributor.author.fl_str_mv Lima, Kênio Erithon Cavalcante
Bezerra Júnior, Jurandir José
dc.subject.por.fl_str_mv Atualização profissional
Relato de experiência
Ensino por investigação
Professional update
Experience reporting
topic Atualização profissional
Relato de experiência
Ensino por investigação
Professional update
Experience reporting
description The importance of the various forms of appropriation of knowledge and of didactic-methodological procedures built with the continued training of teachers is materialized in the full exercise of teaching and in the daily relationship of teaching and learning established by them. In this sense, we verified, through discursive questions, sent via social networks and analyzed through Content Analysis, to what extent (how) this training offered by the Professional Master's in Biology Teaching (PROFBIO) contributes to the improvement of the professional performance of teachers of the program's masters by applying knowledge and didactic procedures then grounded and exercised. In their reports, the teachers highlight changes due to the greater appropriation of resources and strategies, with a focus on investigative procedures, plus knowledge from the scientific field, with reports of experience that are being socialized as a practice of disseminating constructed knowledge. In this way, they attest to the occurrence of changes that have given new meaning to their teaching practices.
publishDate 2023
dc.date.none.fl_str_mv 2023-05-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/86829
10.5007/1982-5153.2023.e86829
url https://periodicos.ufsc.br/index.php/alexandria/article/view/86829
identifier_str_mv 10.5007/1982-5153.2023.e86829
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/86829/53192
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Alexandria: Revista de Educação em Ciência e Tecnologia; v. 16 n. 1 (2023); 157-182
1982-5153
reponame:Alexandria (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Alexandria (Florianópolis)
collection Alexandria (Florianópolis)
repository.name.fl_str_mv Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv
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