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The role of interdisciplinarity on construction of pre-service teachers' pedagogical content knowledge: the case of UFABC

Abstract

Nowadays, considerable attention has been devoted to interdisciplinarity as an important aspect to be embedded in the content classroom approach, making the processes of teaching and learning more relevant and meaningful. Curriculum changes in undergraduate programs of universities have been proposals for a more integrated training of graduates with regard to the specific content of their area. However, the domain of specific content is only part of the requirements to be considered in teacher education should be considered the pedagogical knowledge and pedagogical content knowledge, the latter of which is the knowledge that teachers use in the teaching process. In this project we propose to investigate the evidence of PCK of undergraduates in chemistry during the disciplines of Training and/or Practice Teaching of Chemistry in Universidade Federal do ABC, whose curriculum proposal has interdisciplinarity as the centerpiece. Our data is based on materials produced by undergraduates during these disciplines (lesson plans, schedules, reviews and diaries), questionnaires, videotape recordings of their classes, semi structured interviews, stimulated reflection and fill the CoRe instrument. All data will be fully transcribed and analyzed according to the categories of PCK proposed by Rollnick et al.(2008). Moreover, the construction of the meanings of some chemical contents will be studied considering the interaction between teachers and their students through discursive interactions tool proposed by Mortimer (2002). (AU)

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Scientific publications
(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)
GASTALDO, BRUNNO CARVALHO; HOMEM-DE-MELLO, PAULA; LEAL, SERGIO HENRIQUE. THE EFFECT OF TEACHER INSTRUCTIONS ON PRE-SERVICE TEACHER'S DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE. PROBLEMS OF EDUCATION IN THE 21ST CENTURY, v. 73, p. 45-61, 2016. Web of Science Citations: 0.

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