A longitudinal study on the imaginary of future physics teachers about 'learning assessment'
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo de conferência |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1088/1742-6596/1287/1/012047 http://hdl.handle.net/11449/189641 |
Resumo: | We present here partial results of a broader study aimed to investigate details of the initial education of Physics teachers, seeking to analyse the representations of these future high school teachers, from admission until their graduation from university, in order to understand how research has been introduced in or affected their early training. In this sense, we sought to analyse the profile of these future teachers and their imaginaries about scientific knowledge, science teaching and the constitution of teaching knowledge, from the moment of joining university in 2014 until the completion of the programme in 2017. Data collection took place in accord with a qualitative approach, using questionnaires applied at the beginning of each academic year in the specific courses of the programme. The data were treated by Discourse Analysis, originated by Pecheux and developed in Brazil by Orlandi and other researchers. In this paper, we highlight the meanings produced in the discourses of future teachers on the theme learning assessment. The discourses show that the conditions of discourse production were fundamental in the changes of the future teachers' imaginaries about this theme, and the power and impact that the programme and the institution have on the future teachers. |
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A longitudinal study on the imaginary of future physics teachers about 'learning assessment'We present here partial results of a broader study aimed to investigate details of the initial education of Physics teachers, seeking to analyse the representations of these future high school teachers, from admission until their graduation from university, in order to understand how research has been introduced in or affected their early training. In this sense, we sought to analyse the profile of these future teachers and their imaginaries about scientific knowledge, science teaching and the constitution of teaching knowledge, from the moment of joining university in 2014 until the completion of the programme in 2017. Data collection took place in accord with a qualitative approach, using questionnaires applied at the beginning of each academic year in the specific courses of the programme. The data were treated by Discourse Analysis, originated by Pecheux and developed in Brazil by Orlandi and other researchers. In this paper, we highlight the meanings produced in the discourses of future teachers on the theme learning assessment. The discourses show that the conditions of discourse production were fundamental in the changes of the future teachers' imaginaries about this theme, and the power and impact that the programme and the institution have on the future teachers.Sao Paulo State University - UNESP School of Sciences Education Department Bauru CampusSao Paulo State University - UNESP School of Sciences Science Education Programme Bauru CampusSao Paulo State University - UNESP School of Sciences Education Department Bauru CampusSao Paulo State University - UNESP School of Sciences Science Education Programme Bauru CampusUniversidade Estadual Paulista (Unesp)Nardi, R. [UNESP]Belissimo, J. R. [UNESP]Parma, F. W. [UNESP]2019-10-06T16:47:08Z2019-10-06T16:47:08Z2019-08-21info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjecthttp://dx.doi.org/10.1088/1742-6596/1287/1/012047Journal of Physics: Conference Series, v. 1287, n. 1, 2019.1742-65961742-6588http://hdl.handle.net/11449/18964110.1088/1742-6596/1287/1/0120472-s2.0-85072106008Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengJournal of Physics: Conference Seriesinfo:eu-repo/semantics/openAccess2024-04-24T14:28:56Zoai:repositorio.unesp.br:11449/189641Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T17:30:41.199548Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
A longitudinal study on the imaginary of future physics teachers about 'learning assessment' |
title |
A longitudinal study on the imaginary of future physics teachers about 'learning assessment' |
spellingShingle |
A longitudinal study on the imaginary of future physics teachers about 'learning assessment' Nardi, R. [UNESP] |
title_short |
A longitudinal study on the imaginary of future physics teachers about 'learning assessment' |
title_full |
A longitudinal study on the imaginary of future physics teachers about 'learning assessment' |
title_fullStr |
A longitudinal study on the imaginary of future physics teachers about 'learning assessment' |
title_full_unstemmed |
A longitudinal study on the imaginary of future physics teachers about 'learning assessment' |
title_sort |
A longitudinal study on the imaginary of future physics teachers about 'learning assessment' |
author |
Nardi, R. [UNESP] |
author_facet |
Nardi, R. [UNESP] Belissimo, J. R. [UNESP] Parma, F. W. [UNESP] |
author_role |
author |
author2 |
Belissimo, J. R. [UNESP] Parma, F. W. [UNESP] |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Nardi, R. [UNESP] Belissimo, J. R. [UNESP] Parma, F. W. [UNESP] |
description |
We present here partial results of a broader study aimed to investigate details of the initial education of Physics teachers, seeking to analyse the representations of these future high school teachers, from admission until their graduation from university, in order to understand how research has been introduced in or affected their early training. In this sense, we sought to analyse the profile of these future teachers and their imaginaries about scientific knowledge, science teaching and the constitution of teaching knowledge, from the moment of joining university in 2014 until the completion of the programme in 2017. Data collection took place in accord with a qualitative approach, using questionnaires applied at the beginning of each academic year in the specific courses of the programme. The data were treated by Discourse Analysis, originated by Pecheux and developed in Brazil by Orlandi and other researchers. In this paper, we highlight the meanings produced in the discourses of future teachers on the theme learning assessment. The discourses show that the conditions of discourse production were fundamental in the changes of the future teachers' imaginaries about this theme, and the power and impact that the programme and the institution have on the future teachers. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-10-06T16:47:08Z 2019-10-06T16:47:08Z 2019-08-21 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/conferenceObject |
format |
conferenceObject |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1088/1742-6596/1287/1/012047 Journal of Physics: Conference Series, v. 1287, n. 1, 2019. 1742-6596 1742-6588 http://hdl.handle.net/11449/189641 10.1088/1742-6596/1287/1/012047 2-s2.0-85072106008 |
url |
http://dx.doi.org/10.1088/1742-6596/1287/1/012047 http://hdl.handle.net/11449/189641 |
identifier_str_mv |
Journal of Physics: Conference Series, v. 1287, n. 1, 2019. 1742-6596 1742-6588 10.1088/1742-6596/1287/1/012047 2-s2.0-85072106008 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Journal of Physics: Conference Series |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
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1808128819553370112 |