Saberes docentes mobilizados por futuros professores de Física em processos interativos discursivos

• Autor(a) principal: Bozelli, Fernanda Cátia [UNESP]
• Data de Publicação: 2012
• Outros Autores: Nardi, Roberto
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://alexandria.ppgect.ufsc.br/volume-5-numero-2-setembro-de-2012/; http://hdl.handle.net/11449/134979
• topic: Physics teaching; Teachers’ initial education; Deachers’ knowledge; Discursive interactions; Ensino de física; Formação inicial de professores; Saberes docentes; Interação discursiva

This research deals with teachers’ education, discussing elements related to the teachers’ knowledge and discursive interaction. Teaching knowledge can be mobilized in different situations and spaces; however, here, we considered them in the classroom environment and the interactive context among teacher-students and students-students. We analyzed the discursive interactions in a 23 future high school physics teachers sample, observed during the development of activities of supervised teaching, in an undergraduate teachers’ initial education program, in one of the São Paulo State universities, in Brazil. The main research question was: which teachers’ knowledge is mobilized by future high physics teachers during the interactive discursive context aiming the construction of scientific knowledge by students? Data showed that in the communicative interaction process in the classroom the student-teachers mobilized teaching knowledge related to the content and to its pedagogy.