Identity and teacher's knowledge constitutions during the initial training of physics teachers: a case study

Detalhes bibliográficos
Autor(a) principal: Cortela, Beatriz Salemme Corrêa
Data de Publicação: 2020
Outros Autores: Gatti, Sandra Regina Teodoro, Nardi, Roberto
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Ensino de Ciência e Tecnologia
Texto Completo: https://periodicos.utfpr.edu.br/rbect/article/view/8444
Resumo: It is an excerpt from an investigation that seeks to study the process of constitution of the teaching identity in different formative times from the acquisition of knowledge. It aims to analyze the multiple relationships that involve the acquisition and mobilization of the same in different stages, from the initial formation until the exercise of the profession. We report here a case study carried out with students of a degree in Physics, in the disciplines of Teaching Methodologies and Practices, in a longitudinal perspective. The instrument for data collection was a semi-structured questionnaire. Summaries of the answers concerning the knowledge of good teachers and satisfaction with the profession chosen are presented. It is concluded that throughout the course the students broaden and deepen their knowledge, favored, among other aspects: by the way the curricular structure of the course was organized; by the way the teachers of the didactic-pedagogical disciplines work; and by the profile of these trainers.
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spelling Identity and teacher's knowledge constitutions during the initial training of physics teachers: a case studyIdentidade e saberes docentes constituídos durante a formação inicial de professores de física: um estudo de casoAvaliação de Sistemas, Instituições, Planos e Programas Educacionais.Identidade docente; Saberes docentes; Profissionalidade docente.Teacher's identity; Teacher's knowledge; ProfessionalityIt is an excerpt from an investigation that seeks to study the process of constitution of the teaching identity in different formative times from the acquisition of knowledge. It aims to analyze the multiple relationships that involve the acquisition and mobilization of the same in different stages, from the initial formation until the exercise of the profession. We report here a case study carried out with students of a degree in Physics, in the disciplines of Teaching Methodologies and Practices, in a longitudinal perspective. The instrument for data collection was a semi-structured questionnaire. Summaries of the answers concerning the knowledge of good teachers and satisfaction with the profession chosen are presented. It is concluded that throughout the course the students broaden and deepen their knowledge, favored, among other aspects: by the way the curricular structure of the course was organized; by the way the teachers of the didactic-pedagogical disciplines work; and by the profile of these trainers.Trata-se de um excerto de uma investigação que buscou estudar o processo de constituição da identidade docente em diferentes tempos formativos a partir da aquisição de saberes. Visou analisar as múltiplas relações que envolvem a aquisição e a mobilização dos mesmos em diferentes etapas, desde a formação inicial até o exercício da profissão. Relata-se, aqui, um estudo realizado com os alunos de um curso de licenciatura em Física, nas disciplinas de Metodologias e Práticas de Ensino, numa perspectiva longitudinal. O instrumento para constituição de dados foi um questionário semiestruturado. São apresentadas sínteses das respostas referentes aos saberes atribuídos aos bons professores e sobre a satisfação com a profissão escolhida. Concluiu-se que, ao longo do curso, os alunos ampliaram e aprofundaram seus saberes, favorecidos, entre outros aspectos, pela forma como a estrutura curricular do curso foi organizada; pelo modo que os docentes das disciplinas didático-pedagógicas trabalham; e pelo perfil desses formadores.Universidade Tecnológica Federal do Paraná (UTFPR)Cortela, Beatriz Salemme CorrêaGatti, Sandra Regina TeodoroNardi, Roberto2020-08-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.utfpr.edu.br/rbect/article/view/844410.3895/rbect.v13n2.8444Revista Brasileira de Ensino de Ciência e Tecnologia; v. 13, n. 2 (2020)1982-873X10.3895/rbect.v13n2reponame:Revista Brasileira de Ensino de Ciência e Tecnologiainstname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/rbect/article/view/8444/pdfhttps://periodicos.utfpr.edu.br/rbect/article/downloadSuppFile/8444/1274Direitos autorais 2020 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-09-29T18:40:54Zoai:periodicos.utfpr:article/8444Revistahttps://periodicos.utfpr.edu.br/rbectPUBhttps://periodicos.utfpr.edu.br/rbect/oai||rbect-pg@utfpr.edu.br1982-873X1982-873Xopendoar:2022-09-29T18:40:54Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv Identity and teacher's knowledge constitutions during the initial training of physics teachers: a case study
Identidade e saberes docentes constituídos durante a formação inicial de professores de física: um estudo de caso
title Identity and teacher's knowledge constitutions during the initial training of physics teachers: a case study
spellingShingle Identity and teacher's knowledge constitutions during the initial training of physics teachers: a case study
Cortela, Beatriz Salemme Corrêa
Avaliação de Sistemas, Instituições, Planos e Programas Educacionais.
Identidade docente; Saberes docentes; Profissionalidade docente.
Teacher's identity; Teacher's knowledge; Professionality
title_short Identity and teacher's knowledge constitutions during the initial training of physics teachers: a case study
title_full Identity and teacher's knowledge constitutions during the initial training of physics teachers: a case study
title_fullStr Identity and teacher's knowledge constitutions during the initial training of physics teachers: a case study
title_full_unstemmed Identity and teacher's knowledge constitutions during the initial training of physics teachers: a case study
title_sort Identity and teacher's knowledge constitutions during the initial training of physics teachers: a case study
author Cortela, Beatriz Salemme Corrêa
author_facet Cortela, Beatriz Salemme Corrêa
Gatti, Sandra Regina Teodoro
Nardi, Roberto
author_role author
author2 Gatti, Sandra Regina Teodoro
Nardi, Roberto
author2_role author
author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Cortela, Beatriz Salemme Corrêa
Gatti, Sandra Regina Teodoro
Nardi, Roberto
dc.subject.por.fl_str_mv Avaliação de Sistemas, Instituições, Planos e Programas Educacionais.
Identidade docente; Saberes docentes; Profissionalidade docente.
Teacher's identity; Teacher's knowledge; Professionality
topic Avaliação de Sistemas, Instituições, Planos e Programas Educacionais.
Identidade docente; Saberes docentes; Profissionalidade docente.
Teacher's identity; Teacher's knowledge; Professionality
description It is an excerpt from an investigation that seeks to study the process of constitution of the teaching identity in different formative times from the acquisition of knowledge. It aims to analyze the multiple relationships that involve the acquisition and mobilization of the same in different stages, from the initial formation until the exercise of the profession. We report here a case study carried out with students of a degree in Physics, in the disciplines of Teaching Methodologies and Practices, in a longitudinal perspective. The instrument for data collection was a semi-structured questionnaire. Summaries of the answers concerning the knowledge of good teachers and satisfaction with the profession chosen are presented. It is concluded that throughout the course the students broaden and deepen their knowledge, favored, among other aspects: by the way the curricular structure of the course was organized; by the way the teachers of the didactic-pedagogical disciplines work; and by the profile of these trainers.
publishDate 2020
dc.date.none.fl_str_mv 2020-08-25
dc.type.none.fl_str_mv

dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.utfpr.edu.br/rbect/article/view/8444
10.3895/rbect.v13n2.8444
url https://periodicos.utfpr.edu.br/rbect/article/view/8444
identifier_str_mv 10.3895/rbect.v13n2.8444
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/rbect/article/view/8444/pdf
https://periodicos.utfpr.edu.br/rbect/article/downloadSuppFile/8444/1274
dc.rights.driver.fl_str_mv Direitos autorais 2020 CC-BY
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2020 CC-BY
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia; v. 13, n. 2 (2020)
1982-873X
10.3895/rbect.v13n2
reponame:Revista Brasileira de Ensino de Ciência e Tecnologia
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Revista Brasileira de Ensino de Ciência e Tecnologia
collection Revista Brasileira de Ensino de Ciência e Tecnologia
repository.name.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv ||rbect-pg@utfpr.edu.br
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