Formação inicial de professores de ciências: reflexões a partir das abordagens das estratégias de ensino e aprendizagem em um curso de licenciatura

• Autor(a) principal: Viveiro, Alessandra Aparecida
• Data de Publicação: 2014
• Outros Autores: Campos, Luciana Maria Lunardi [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/38225; http://hdl.handle.net/11449/124552
• topic: Science education; Pre-service teacher training; Teaching and learning strategies; Ensino de ciências; Formação inicial de professores; Estratégias de ensino e aprendizagem

We developed a case study aimed to identify and to analyze how the approach to teaching and learning strategies occurs in a science teaching degree course and what are the possible influences of this formation on the pedagogical practice of these educators. The analysis focused on documents, questionnaires and interviews with lecturers and students. There is reduced diversity of strategies in the disciplines of the specific area, with prevalence of expository classes and of laboratory, and the lecturers seem to believe that a good knowledge of specific content is enough for teaching. Despite that pedagogical disciplines do explore diverse practices, many students incorporate the academic view prevailing in the course, repeating the model of their lecturers. We stress the need for initial teacher training to take into account both aspects, the domain of the specific contents and the best ways to mediate them, forming intellectuals able to discuss and to redraw their educative actions in a perspective of transformation of the reality.