Academic production on chemistry teacher education in Brazil: thematic focus in dissertations and theses defended from 2001 to 2010

Detalhes bibliográficos
Autor(a) principal: da Silva, Osmair Benedito
Data de Publicação: 2017
Outros Autores: Queiroz, Salete Linhares
Tipo de documento: Artigo
Idioma: por
Título da fonte: Alexandria (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n1p271
Resumo: The aim of this study was to contribute to the ongoing debate on chemistry teacher education in Brazil and pose questions concerning existing and future research conducted on this subject. A total of 104 master dissertations and 33 doctoral theses on this topic defended in Graduate Programs in Chemistry, Education, and in Science and Mathematics Education, between 2001 and 2010, were analyzed. The most recurrent research themes were initial teacher education (56.2%) and continuing teacher education (24.1%). At lesser proportion, there were found studies on teacher identity and professionalization (9.5%) and teaching pedagogical practice (3.6%). With respect to initial teacher education, the most recurring topics involved licensure programs, whereas with regard to continuing education, the ones related to teachers’ conceptions were favored.
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spelling Academic production on chemistry teacher education in Brazil: thematic focus in dissertations and theses defended from 2001 to 2010Produção acadêmica sobre a formação de professores de química no Brasil: focos temáticos das dissertações e teses defendidas no período de 2001 a 2010The aim of this study was to contribute to the ongoing debate on chemistry teacher education in Brazil and pose questions concerning existing and future research conducted on this subject. A total of 104 master dissertations and 33 doctoral theses on this topic defended in Graduate Programs in Chemistry, Education, and in Science and Mathematics Education, between 2001 and 2010, were analyzed. The most recurrent research themes were initial teacher education (56.2%) and continuing teacher education (24.1%). At lesser proportion, there were found studies on teacher identity and professionalization (9.5%) and teaching pedagogical practice (3.6%). With respect to initial teacher education, the most recurring topics involved licensure programs, whereas with regard to continuing education, the ones related to teachers’ conceptions were favored.O presente estudo foi desenvolvido com o intuito de contribuir para o progresso das discussões sobre a formação de professores de Química no Brasil e de provocar inquietações quanto às pesquisas que já foram desenvolvidas e aquelas que ainda podem vir a ser realizadas sobre o assunto. Um total de 104 dissertações de mestrado e 33 teses de doutorado defendidas sobre o tema em Programas de Pós-Graduação em Química, Educação e em Ensino de Ciências e Matemática, entre 2001 e 2010, foram analisadas. Os temas mais pesquisados foram a formação inicial (56,2%) e a formação continuada (24,1%). Em menor proporção foram localizados trabalhos sobre a identidade e profissionalização docente (9,5%) e a prática pedagógica docente (3,6%). Os assuntos mais recorrentes com relação à formação inicial foram os associados aos cursos de licenciatura e no que se refere à formação continuada foram privilegiados aqueles que trataram das concepções dos professores.Universidade Federal de Santa Catarina2017-05-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n1p27110.5007/1982-5153.2017v10n1p271Alexandria: Revista de Educação em Ciência e Tecnologia; v. 10 n. 1 (2017); 271-3041982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n1p271/34130Copyright (c) 2017 Alexandria: Revista de Educação em Ciência e Tecnologiainfo:eu-repo/semantics/openAccessda Silva, Osmair BeneditoQueiroz, Salete Linhares2019-09-05T18:22:07Zoai:periodicos.ufsc.br:article/44447Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2019-09-05T18:22:07Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Academic production on chemistry teacher education in Brazil: thematic focus in dissertations and theses defended from 2001 to 2010
Produção acadêmica sobre a formação de professores de química no Brasil: focos temáticos das dissertações e teses defendidas no período de 2001 a 2010
title Academic production on chemistry teacher education in Brazil: thematic focus in dissertations and theses defended from 2001 to 2010
spellingShingle Academic production on chemistry teacher education in Brazil: thematic focus in dissertations and theses defended from 2001 to 2010
da Silva, Osmair Benedito
title_short Academic production on chemistry teacher education in Brazil: thematic focus in dissertations and theses defended from 2001 to 2010
title_full Academic production on chemistry teacher education in Brazil: thematic focus in dissertations and theses defended from 2001 to 2010
title_fullStr Academic production on chemistry teacher education in Brazil: thematic focus in dissertations and theses defended from 2001 to 2010
title_full_unstemmed Academic production on chemistry teacher education in Brazil: thematic focus in dissertations and theses defended from 2001 to 2010
title_sort Academic production on chemistry teacher education in Brazil: thematic focus in dissertations and theses defended from 2001 to 2010
author da Silva, Osmair Benedito
author_facet da Silva, Osmair Benedito
Queiroz, Salete Linhares
author_role author
author2 Queiroz, Salete Linhares
author2_role author
dc.contributor.author.fl_str_mv da Silva, Osmair Benedito
Queiroz, Salete Linhares
description The aim of this study was to contribute to the ongoing debate on chemistry teacher education in Brazil and pose questions concerning existing and future research conducted on this subject. A total of 104 master dissertations and 33 doctoral theses on this topic defended in Graduate Programs in Chemistry, Education, and in Science and Mathematics Education, between 2001 and 2010, were analyzed. The most recurrent research themes were initial teacher education (56.2%) and continuing teacher education (24.1%). At lesser proportion, there were found studies on teacher identity and professionalization (9.5%) and teaching pedagogical practice (3.6%). With respect to initial teacher education, the most recurring topics involved licensure programs, whereas with regard to continuing education, the ones related to teachers’ conceptions were favored.
publishDate 2017
dc.date.none.fl_str_mv 2017-05-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n1p271
10.5007/1982-5153.2017v10n1p271
url https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n1p271
identifier_str_mv 10.5007/1982-5153.2017v10n1p271
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n1p271/34130
dc.rights.driver.fl_str_mv Copyright (c) 2017 Alexandria: Revista de Educação em Ciência e Tecnologia
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Alexandria: Revista de Educação em Ciência e Tecnologia
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. 10 n. 1 (2017); 271-304
1982-5153
reponame:Alexandria (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
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instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
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reponame_str Alexandria (Florianópolis)
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repository.name.fl_str_mv Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)
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