Professional experiences and construction of the school subject Biology in pre-service teacher education
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | EDUCAÇÃO: Teoria e Prática |
Texto Completo: | https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/6415 |
Resumo: | The article examines the curricular component known as Teaching Practice in the Biology teachers’ pre-service education. The study is theoretically based on perspectives of teacher’s knowledge and curriculum studies, and it uses written and oral reports of the training students as empirical data. The work stresses the rich dialogue between the biological knowledge produced in the school context and the teaching profession’s specific knowledge. This knowledge becomes part of the experiential knowledge of the future teachers built during the pre-service teacher course and this contributes to legitimate the teaching profession. Therefore, it is argued that there is a singular curriculum space that values school and university relationships during the teachers' pre-service teacher courses. Thus, this process fosters further learning and the professional development. At the same time that future teachers can be seen as social actors building the school subjects, the very same school subjects influence and reinforce the disciplinary identity of these teachers. Finally, the analysis shows that the preparation in the pre-service teacher courses does not mean a general academic preparation only, but as it requires from the future teachers the use of knowledge from different sources, the preparation occurs in the interior of a school subject. |
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Professional experiences and construction of the school subject Biology in pre-service teacher educationVivências profissionais e construção da disciplina escolar Biologia na formação inicial de professoresformação docente em Ciências Biológicasconhecimento escolardisciplina escolar Biologiasaberes docentesFormação docente em CiênciasThe article examines the curricular component known as Teaching Practice in the Biology teachers’ pre-service education. The study is theoretically based on perspectives of teacher’s knowledge and curriculum studies, and it uses written and oral reports of the training students as empirical data. The work stresses the rich dialogue between the biological knowledge produced in the school context and the teaching profession’s specific knowledge. This knowledge becomes part of the experiential knowledge of the future teachers built during the pre-service teacher course and this contributes to legitimate the teaching profession. Therefore, it is argued that there is a singular curriculum space that values school and university relationships during the teachers' pre-service teacher courses. Thus, this process fosters further learning and the professional development. At the same time that future teachers can be seen as social actors building the school subjects, the very same school subjects influence and reinforce the disciplinary identity of these teachers. Finally, the analysis shows that the preparation in the pre-service teacher courses does not mean a general academic preparation only, but as it requires from the future teachers the use of knowledge from different sources, the preparation occurs in the interior of a school subject.Com o objetivo de analisar conhecimentos produzidos por licenciandos e compreender sentidos das experiências vividas por eles, na interface entre a universidade e a escola, este artigo apresenta resultados de uma investigação da Prática de Ensino em Ciências Biológicas. Com base em perspectivas variadas do campo do currículo – história das disciplinas escolares e conhecimento escolar – e na problemática dos saberes docentes, a pesquisa analisa relatórios da Prática de Ensino e de depoimentos gerados por meio de entrevistas. A análise indica que os licenciandos, ainda na formação inicial, elaboram conhecimentos que passam a compor seus saberes experienciais, necessários à legitimação da profissão. Além disso, sugere também que os professores em formação participam da construção das disciplinas escolares, ao mesmo tempo em que estas influenciam e reforçam a especificidade disciplinar de sua formação. Por fim, a análise evidencia que a formação no âmbito de uma licenciatura não se situa apenas no plano geral de uma preparação acadêmica, mas também, mobilizando saberes oriundos de diversas fontes, constitui-se no interior mesmo de uma disciplina escolar.Instituto de Biociências - Câmpus de Rio Claro - Unesp2013-12-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionDocumento Avaliado por Paresapplication/pdfapplication/x-ziphttps://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/641510.18675/1981-8106.vol23.n44.p46-62Educação: Teoria e Prática; Vol. 23 No. 44 (2013); 46-62Educação: Teoria e Prática; Vol. 23 Núm. 44 (2013); 46-62Educação: Teoria e Prática; v. 23 n. 44 (2013); 46-621981-8106reponame:EDUCAÇÃO: Teoria e Práticainstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/6415/5723https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/6415/9440Vilela, Mariana LimaSelles, Sandra EscovedoAndrade, Everardo Paivainfo:eu-repo/semantics/openAccess2018-04-10T20:03:04Zoai:periodicos.rc.biblioteca.unesp.br:article/6415Revistahttps://www.periodicos.rc.biblioteca.unesp.br/index.php/educacaoPUBhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/oairc.ramos@unesp.br || reveduca@rc.unesp.br1981-81061517-9869opendoar:2018-04-10T20:03:04EDUCAÇÃO: Teoria e Prática - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Professional experiences and construction of the school subject Biology in pre-service teacher education Vivências profissionais e construção da disciplina escolar Biologia na formação inicial de professores |
title |
Professional experiences and construction of the school subject Biology in pre-service teacher education |
spellingShingle |
Professional experiences and construction of the school subject Biology in pre-service teacher education Vilela, Mariana Lima formação docente em Ciências Biológicas conhecimento escolar disciplina escolar Biologia saberes docentes Formação docente em Ciências |
title_short |
Professional experiences and construction of the school subject Biology in pre-service teacher education |
title_full |
Professional experiences and construction of the school subject Biology in pre-service teacher education |
title_fullStr |
Professional experiences and construction of the school subject Biology in pre-service teacher education |
title_full_unstemmed |
Professional experiences and construction of the school subject Biology in pre-service teacher education |
title_sort |
Professional experiences and construction of the school subject Biology in pre-service teacher education |
author |
Vilela, Mariana Lima |
author_facet |
Vilela, Mariana Lima Selles, Sandra Escovedo Andrade, Everardo Paiva |
author_role |
author |
author2 |
Selles, Sandra Escovedo Andrade, Everardo Paiva |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Vilela, Mariana Lima Selles, Sandra Escovedo Andrade, Everardo Paiva |
dc.subject.por.fl_str_mv |
formação docente em Ciências Biológicas conhecimento escolar disciplina escolar Biologia saberes docentes Formação docente em Ciências |
topic |
formação docente em Ciências Biológicas conhecimento escolar disciplina escolar Biologia saberes docentes Formação docente em Ciências |
description |
The article examines the curricular component known as Teaching Practice in the Biology teachers’ pre-service education. The study is theoretically based on perspectives of teacher’s knowledge and curriculum studies, and it uses written and oral reports of the training students as empirical data. The work stresses the rich dialogue between the biological knowledge produced in the school context and the teaching profession’s specific knowledge. This knowledge becomes part of the experiential knowledge of the future teachers built during the pre-service teacher course and this contributes to legitimate the teaching profession. Therefore, it is argued that there is a singular curriculum space that values school and university relationships during the teachers' pre-service teacher courses. Thus, this process fosters further learning and the professional development. At the same time that future teachers can be seen as social actors building the school subjects, the very same school subjects influence and reinforce the disciplinary identity of these teachers. Finally, the analysis shows that the preparation in the pre-service teacher courses does not mean a general academic preparation only, but as it requires from the future teachers the use of knowledge from different sources, the preparation occurs in the interior of a school subject. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-12-16 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Documento Avaliado por Pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/6415 10.18675/1981-8106.vol23.n44.p46-62 |
url |
https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/6415 |
identifier_str_mv |
10.18675/1981-8106.vol23.n44.p46-62 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/6415/5723 https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/6415/9440 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/x-zip |
dc.publisher.none.fl_str_mv |
Instituto de Biociências - Câmpus de Rio Claro - Unesp |
publisher.none.fl_str_mv |
Instituto de Biociências - Câmpus de Rio Claro - Unesp |
dc.source.none.fl_str_mv |
Educação: Teoria e Prática; Vol. 23 No. 44 (2013); 46-62 Educação: Teoria e Prática; Vol. 23 Núm. 44 (2013); 46-62 Educação: Teoria e Prática; v. 23 n. 44 (2013); 46-62 1981-8106 reponame:EDUCAÇÃO: Teoria e Prática instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
EDUCAÇÃO: Teoria e Prática |
collection |
EDUCAÇÃO: Teoria e Prática |
repository.name.fl_str_mv |
EDUCAÇÃO: Teoria e Prática - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
rc.ramos@unesp.br || reveduca@rc.unesp.br |
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1800215811539861504 |