THE TEACHING OF SCIENCE AND THE IDENTITY OF PRIMARY SCHOOL TEACHERS

Marco Aurélio Alvarenga Monteiro, Isabel Cristina de Castro Monteiro

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.


Keywords


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



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

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