Imaginary of future physics teachers about teaching knowledge: Senses produced in the university-school interface in the supervised curricular internship
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Data de Publicação: | 2021 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.22600/1518-8795.IENCI2020V25N3P454 http://hdl.handle.net/11449/208304 |
Resumo: | Starting from the idea that becoming a teacher is a continuous process, affected by different elements such as, for example, previous experience as students, in this paper we present an analysis of the teaching knowledge that future teachers mobilized to answer the question: “What can you say about what a physics teacher needs to teach physics?”. The research took place in the context of the last of the four subjects of Supervised Curricular Internship in a Physics Education Degree course at a public university. Discourse Analysis was considered as a theoretical-methodological framework to analyse the imaginary of seven future physics teachers. The results showed that the students start from the social imaginary that, in order to teach, it is necessary to master the teaching contents and some didactic elements, and they produce repetitions and new meanings about this imaginary. We also observed that, in the case of those who had no experience in the classroom teaching, the conducting in the internship was decisive to build meanings on the issue. |
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Imaginary of future physics teachers about teaching knowledge: Senses produced in the university-school interface in the supervised curricular internshipImaginários de futuros professores de física sobre os saberes docentes: Sentidos produzidos na interface universidade-escola no estágio curricular supervisionadoDiscourse AnalysisPhysics TeachingTeaching IdentityTeaching KnowledgeStarting from the idea that becoming a teacher is a continuous process, affected by different elements such as, for example, previous experience as students, in this paper we present an analysis of the teaching knowledge that future teachers mobilized to answer the question: “What can you say about what a physics teacher needs to teach physics?”. The research took place in the context of the last of the four subjects of Supervised Curricular Internship in a Physics Education Degree course at a public university. Discourse Analysis was considered as a theoretical-methodological framework to analyse the imaginary of seven future physics teachers. The results showed that the students start from the social imaginary that, in order to teach, it is necessary to master the teaching contents and some didactic elements, and they produce repetitions and new meanings about this imaginary. We also observed that, in the case of those who had no experience in the classroom teaching, the conducting in the internship was decisive to build meanings on the issue.Programa de Maestría en Eduación en Biología para la Formacación Ciudadana Centro de Investigación y de Estudios Avanzados del IPN CINVESTAV Unidad Monterrey, Avenida del Conocimiento, 201Programa de Pós-graduação em Educação para a Ciência Faculdade de Ciências Universidade Estadual Paulista “Júlio de Mesquita Filho” UNESP, Avenida Eng. Luiz Edmundo Carrijo Coube, 14-01.Programa de Pós-graduação em Educação para a Ciência Faculdade de Ciências Universidade Estadual Paulista “Júlio de Mesquita Filho” UNESP, Avenida Eng. Luiz Edmundo Carrijo Coube, 14-01.Unidad MonterreyUniversidade Estadual Paulista (Unesp)López, Tatiana Iveth SalazarNardi, Roberto [UNESP]2021-06-25T11:09:58Z2021-06-25T11:09:58Z2021-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article454-470http://dx.doi.org/10.22600/1518-8795.IENCI2020V25N3P454Investigacoes em Ensino de Ciencias, v. 25, n. 3, p. 454-470, 2021.1518-87951518-9384http://hdl.handle.net/11449/20830410.22600/1518-8795.IENCI2020V25N3P4542-s2.0-85099124581Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporInvestigacoes em Ensino de Cienciasinfo:eu-repo/semantics/openAccess2024-04-24T14:40:34Zoai:repositorio.unesp.br:11449/208304Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T19:40:43.896115Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Imaginary of future physics teachers about teaching knowledge: Senses produced in the university-school interface in the supervised curricular internship Imaginários de futuros professores de física sobre os saberes docentes: Sentidos produzidos na interface universidade-escola no estágio curricular supervisionado |
title |
Imaginary of future physics teachers about teaching knowledge: Senses produced in the university-school interface in the supervised curricular internship |
spellingShingle |
Imaginary of future physics teachers about teaching knowledge: Senses produced in the university-school interface in the supervised curricular internship López, Tatiana Iveth Salazar Discourse Analysis Physics Teaching Teaching Identity Teaching Knowledge |
title_short |
Imaginary of future physics teachers about teaching knowledge: Senses produced in the university-school interface in the supervised curricular internship |
title_full |
Imaginary of future physics teachers about teaching knowledge: Senses produced in the university-school interface in the supervised curricular internship |
title_fullStr |
Imaginary of future physics teachers about teaching knowledge: Senses produced in the university-school interface in the supervised curricular internship |
title_full_unstemmed |
Imaginary of future physics teachers about teaching knowledge: Senses produced in the university-school interface in the supervised curricular internship |
title_sort |
Imaginary of future physics teachers about teaching knowledge: Senses produced in the university-school interface in the supervised curricular internship |
author |
López, Tatiana Iveth Salazar |
author_facet |
López, Tatiana Iveth Salazar Nardi, Roberto [UNESP] |
author_role |
author |
author2 |
Nardi, Roberto [UNESP] |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Unidad Monterrey Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
López, Tatiana Iveth Salazar Nardi, Roberto [UNESP] |
dc.subject.por.fl_str_mv |
Discourse Analysis Physics Teaching Teaching Identity Teaching Knowledge |
topic |
Discourse Analysis Physics Teaching Teaching Identity Teaching Knowledge |
description |
Starting from the idea that becoming a teacher is a continuous process, affected by different elements such as, for example, previous experience as students, in this paper we present an analysis of the teaching knowledge that future teachers mobilized to answer the question: “What can you say about what a physics teacher needs to teach physics?”. The research took place in the context of the last of the four subjects of Supervised Curricular Internship in a Physics Education Degree course at a public university. Discourse Analysis was considered as a theoretical-methodological framework to analyse the imaginary of seven future physics teachers. The results showed that the students start from the social imaginary that, in order to teach, it is necessary to master the teaching contents and some didactic elements, and they produce repetitions and new meanings about this imaginary. We also observed that, in the case of those who had no experience in the classroom teaching, the conducting in the internship was decisive to build meanings on the issue. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-25T11:09:58Z 2021-06-25T11:09:58Z 2021-01-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.22600/1518-8795.IENCI2020V25N3P454 Investigacoes em Ensino de Ciencias, v. 25, n. 3, p. 454-470, 2021. 1518-8795 1518-9384 http://hdl.handle.net/11449/208304 10.22600/1518-8795.IENCI2020V25N3P454 2-s2.0-85099124581 |
url |
http://dx.doi.org/10.22600/1518-8795.IENCI2020V25N3P454 http://hdl.handle.net/11449/208304 |
identifier_str_mv |
Investigacoes em Ensino de Ciencias, v. 25, n. 3, p. 454-470, 2021. 1518-8795 1518-9384 10.22600/1518-8795.IENCI2020V25N3P454 2-s2.0-85099124581 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Investigacoes em Ensino de Ciencias |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
454-470 |
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 |
|
_version_ |
1808129106002313216 |