Os professores formadores e suas experiências na e com a formação de professores de química
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Data
2021-02-25
Autores
Ferreira, Gabrielle Gomes [UNIFESP]
Orientadores
Antunes-Souza, Thiago [UNIFESP]
Tipo
Trabalho de conclusão de curso de graduação
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Resumo
A presente investigação insere-se no campo de estudos e pesquisas da Formação de
Professores, focalizando em especial a formação de educadores químicos. Nesse contexto,
apresenta como objetivo analisar a função do professor de Química em sua
profissionalidade, à luz das compreensões dos professores formadores do curso de
Licenciatura em Ciências de uma universidade do Estado de São Paulo, quanto à formação
de professores de Química. Assim, a questão de investigação desta pesquisa é: A partir de
sua própria trajetória de formação e atuação no curso de licenciatura, como os
professores formadores entendem o profissional docente e sua formação? Para tanto,
apoiados em pressupostos da pesquisa qualitativa, entrevistamos seis professores
formadores por meio de entrevistas semiestruturadas. As análises foram construídas a partir
dos seguintes eixos: i) Entendimento sobre o que é ser professor de Química; ii) A
profissão forjada na própria trajetória de vida. Os resultados apontam para a valorização da
formação inicial, para a relevância das relações aluno-professor e ao entendimento do
professor sobre sua identidade profissional. Espera-se, por fim, contribuir com o debate no
campo de conhecimento acerca da formação docente e o papel do professor neste contexto.
This research is part of the field of studies and research of Teacher Training, focusing in particular on the training of chemical educators. In this context, it aims to analyze the role of the chemistry teacher in his professionality, from the perspective of the teacher trainers of the Science Course Degree of the University of Estate of the São Paulo, regarding the training of chemistry teachers. Thus, the investigation question of this research is: Based on their own training trajectory and experience in teacher training in the Science course, how do teacher educators understand teaching professionality and their training? Therefore, supported by assumptions of qualitative research, we interviewed six teacher trainers through semistructured interviews. The analyzes were built from the following axes: i) Understanding about what it means to be a chemistry teacher; ii) The profession forged in the life trajectory. The results point to the appreciation of initial training, to the relevance of student-teacher relationships and to the teacher's understanding about your own professional identity. Finally, we hope to contribute to the debate in the field of knowledge about teacher training and the role of the teacher in this context.
This research is part of the field of studies and research of Teacher Training, focusing in particular on the training of chemical educators. In this context, it aims to analyze the role of the chemistry teacher in his professionality, from the perspective of the teacher trainers of the Science Course Degree of the University of Estate of the São Paulo, regarding the training of chemistry teachers. Thus, the investigation question of this research is: Based on their own training trajectory and experience in teacher training in the Science course, how do teacher educators understand teaching professionality and their training? Therefore, supported by assumptions of qualitative research, we interviewed six teacher trainers through semistructured interviews. The analyzes were built from the following axes: i) Understanding about what it means to be a chemistry teacher; ii) The profession forged in the life trajectory. The results point to the appreciation of initial training, to the relevance of student-teacher relationships and to the teacher's understanding about your own professional identity. Finally, we hope to contribute to the debate in the field of knowledge about teacher training and the role of the teacher in this context.