Physics teacher training from the use of the teaching interactive methodologies

• Grant number: 14/05355-4
• Support Opportunities: Regular Research Grants
• Start date: March 01, 2015
• End date: February 28, 2017
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Marcelo Alves Barros
• Grantee: Marcelo Alves Barros
• Host Institution: Instituto de Física de São Carlos (IFSC). Universidade de São Paulo (USP). São Carlos , SP, Brazil

Abstract

This project will be developed from the perspective of initial teacher education in physics from the use of interactive methodologies, in particular, the Peer Instruction and Just-in-Time Teaching methods. Among the main questions that this project aims to answer stand out: i) What are the main conflicts and difficulties that undergraduate students are to use Peer Instruction and Just-in-Time Teaching? ii) What advantages and limitations are pointed out by them when using Peer Instruction and Just-in-Time Teaching as a teaching strategy? iii) Compared with traditional teaching, what are the advantages and disadvantages of implementing Peer Instruction and Just-in-Time Teaching methods in Physics classes into High School? Data was collected from a group of pre-service teachers on the Physics Teacher Training Course of the São Carlos Institute of Physics, at the University of São Paulo/Brazil who attend in the Program Initiation to Teaching (PIBID) sponsored by CAPES. Our interest is to map and evaluate the training of future teachers of physics with emphasis: the methodology of teaching proposal, the limits and scope of teaching activity from the implementation of Peer Instruction and Just-in-Time Teaching methods and finally interpretations and strategies built by trainers to develop the work of teacher education. (AU)