Initial training of future teachers of physics: study of a degree course in physics - UNESP/FCT - Presidente Prudente

• Grant number: 11/15062-6
• Support Opportunities: Scholarships in Brazil - Master
• Start date: March 01, 2012
• End date: February 28, 2014
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Paulo Cesar de Almeida Raboni
• Grantee: Néryla Vayne Justino Alves
• Host Institution: Faculdade de Ciências e Tecnologia (FCT). Universidade Estadual Paulista (UNESP). Campus de Presidente Prudente. Presidente Prudente , SP, Brazil

Abstract

Data current research in physics education and government reports (Nardi, 2008; INEP, 2007) show that the evasion degrees in physics is one of the highest among the top courses in Brazil. Also show that the percentage of teachers with degrees in physical activity is very low, around 10%. For this high dropout and low motivation for the entry into teaching, contributing internal factors of the degrees, and external factors such as salary, working conditions, status of the profession, number of classes and students. In this research, will be our object of study the internal factors that constitute a degree in physics, which can attract undergraduates to teaching, or, conversely, enhance migration to other areas. This project will be subject, teachers and students of the degree in physics from UNESP / FCT. It is a relatively new course, beginning with the first class in 2002. However, six classes have graduated and still there has been no systematic study has been on the training of graduates in physics from UNESP Presidente Prudente. It is known that most teachers who teach this course are researchers in areas related to physics, with a concentration in materials science (ceramics and polymers). However, teachers are forming. Even subjects who teach conceptual or experimental physics, the way they teach will influence the formation of future professionals. With little contact with the innovations of teaching practice of teaching as a mediator of knowledge, some issues can be raised: How are teaching their students? Does contextualize the content? Reflect on their practice? Previous knowledge of the students are valued? They think they are applying to assess your students? Besides the conceptual physical education, the course still has a load of pedagogical disciplines offered by another department (Education). For these subjects, new questions arise. As these teachers to teach this course? What Shapes to teach? The stages are well spent? How to help students in an undergraduate course that at the end of four years are prepared to act in public and private "giving" lessons of a subject as complex as physics? In this sense, from these problems and difficulties related to the degree course in physics, is proposed this project to investigate and analyze some of these issues that have implications on the training of future teachers of physics. It is a qualitative study of characteristics of case study. For the collection of information will be used semi-structured interviews with teachers and students, complete with documents that are part of the process of creating the course, as well as their curricular, pedagogical projects, menus of courses and curriculum structure. (AU)

Academic Publications

(References retrieved automatically from State of São Paulo Research Institutions)

ALVES, Néryla Vayne Justino. Formação inicial de professores: o curso de licenciatura em física – UNESP/FCT – Presidente Prudente/SP em questão. 2014. Master's Dissertation - Universidade Estadual Paulista (Unesp). Faculdade de Ciências e Tecnologia. Presidente Prudente Presidente Prudente.