Training-profession: the construction of a third place in the Chemistry teachers initial training

• Grant number: 22/02774-2
• Support Opportunities: Research Grants - Initial Project Research Grant
• Duration: March 01, 2023 - February 28, 2027
• Field of knowledge: Humanities - Education
• Principal Investigator: Thiago Antunes Souza
• Grantee: Thiago Antunes Souza
• Host Institution: Instituto de Ciências Ambientais, Químicas e Farmacêuticas (ICAQF). Universidade Federal de São Paulo (UNIFESP). Campus Diadema. Diadema , SP, Brazil
• Associated researchers: Maria Inês de Freitas Petrucci dos Santos Rosa ; Renata Helena Pin Pucci ; Simone Alves de Assis Martorano
• Associated scholarship(s): 23/09719-0 - Training-profession: pedagogical practices of chemistry teachers I, BP.EP; 23/09726-6 - Training-profession: pedagogical practices of chemistry teacher II, BP.EP; 23/10070-8 - Training-profession: pedagogical practices of chemistry teachers IV, BP.EP; 23/10074-3 - Training-profession: pedagogical practices of chemistry teachers III, BP.EP; 23/08733-9 - Training-Profession: systematic review about professional teaching knowledge part I, BP.IC

Abstract

This study aims to understand the movement of the teaching professional identity construction occurring in subjects of Licentiate degree in which basic education teachers work with undergraduate students. Therefore, through the articulation of the research-teaching-extension triad, the participation of basic education teachers in the Chemistry area is foreseen in the subjects Pedagogical Practices of Chemistry I and II of the Teaching Sciences, Chemistry trajectory course. These teachers will develop activities with the undergraduate students, acting as trainers. Thus, at the end of the evaluation stage of the subjects, participants will be invited to share their professional life stories with a focus on pedagogical practices. These written and/or video-recorded records will compose the data inventory. The inventory will also include the tasks students develop. The analyzes will be built through the narratives of basic education teachers and licentiate students based on contributions from two methodological guidelines: i) the life stories method (GOODSON, 2020) and ii) the monad as a methodological device to the narratives of teachers and students (PETRUCCI-ROSA, 2017) in dialogue with the literature in the field of teacher education. We hope to contribute to the theoretical advance of the professional teaching knowledge as defined by António Nóvoa and to strengthen a movement to institutionalize a space for basic education teachers to participate in subjects of Licentiate degree. (AU)