THE TEACHING OF SCIENCE AND THE IDENTITY OF PRIMARY SCHOOL TEACHERS

Authors

  • Marco Aurélio Alvarenga Monteiro Universidade Estadual Paulista Julio de Mesquita Filho - UNESP
  • Isabel Cristina de Castro Monteiro Universidade Estadual Paulista Julio de Mesquita Filho - UNESP

DOI:

https://doi.org/10.5902/2179460X15890

Keywords:

Teacher identity. Teacher training. Teacher autonomy. Science teaching.

Abstract

http://dx.doi.org/10.5902/2179460X15890

This paper was conducted to study the variables that interfere in the autonomy of the primary school teachers in their efforts to build a more meaningful Science education for their students. Special attention was directed for research on teacher identity and how it reacts to the proceedings for the establishment of an innovative and autonomous pedagogical practice. Was analyzed the narratives regarding educational experiences and memories of a group of the three  primary school  teachers, in the context of a course of continuous training of teachers. As a result we see how the story of training and professional practice can interfere decisively in the teacher identity and in the his conceptions on professional autonomy.

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Author Biographies

Marco Aurélio Alvarenga Monteiro, Universidade Estadual Paulista Julio de Mesquita Filho - UNESP

Possui graduação em Licenciatura Plena Em Física pela Universidade Estadual Paulista Júlio de Mesquita Filho (1994), mestrado em Educação para a Ciência (Conceito Capes 6) pela Universidade Estadual Paulista Júlio de Mesquita Filho (2002) e doutorado em Educação para a Ciência (Conceito Capes 6) pela Universidade Estadual Paulista Júlio de Mesquita Filho (2006). Atualmente é professor assistente doutor da Universidade Estadual Paulista Júlio de Mesquita Filho e do Programa de Pós-Graduação em Educação para a Ciência - UNESP/Bauru (Conceito Capes 6). Tem experiência na área de Educação, com ênfase em Métodos e Técnicas de Ensino, atuando principalmente nos seguintes temas: ensino de física, formação de professores, divulgação científica, discurso docente e novas tecnologias.

Isabel Cristina de Castro Monteiro, Universidade Estadual Paulista Julio de Mesquita Filho - UNESP

Possui graduação em Licenciatura em Física pela Universidade Estadual Paulista Júlio de Mesquita Filho (1992), mestrado em Educação para a Ciência pela Universidade Estadual Paulista Júlio de Mesquita Filho (2002), doutorado em Educação para a Ciência pela Universidade Estadual Paulista Júlio de Mesquita Filho (2006) e Pós-Doutorado pelo IF-USP (2007). Atualmente é professor assistente doutor da Universidade Estadual Paulista Júlio de Mesquita Filho, atuando no Departamento de Física e Química- FEG- UNESP e credenciada no Programa de Pós-Graduação em Educação para a Ciência- PGFC- FC- Unesp- Bauru. Orienta também no Mestrado Profissional em Ensino de Ciência, da Universidade Federal de Itajubá (UNIFEI) e no Mestrado Profissional em Projetos Educacionais de Ciências, da USP- Lorena (EEL). Tem experiência na área de Física, com ênfase em Ensino de Física, atuando principalmente nos seguintes temas: Vigotski, pluralismo metodológico, emoção e motivação, atividades experimentais e divulgação científica.

 

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Published

2015-05-30

How to Cite

Monteiro, M. A. A., & Monteiro, I. C. de C. (2015). THE TEACHING OF SCIENCE AND THE IDENTITY OF PRIMARY SCHOOL TEACHERS. Ciência E Natura, 37(2), 290–300. https://doi.org/10.5902/2179460X15890

Issue

Vol. 37 No. 2 (2015)

Section

Teaching

License

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