Representations of teaching practices of science teachers for educational equity: development of a database on audiovisual materials

• Grant number: 24/06395-1
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: July 01, 2024
• End date: June 30, 2025
• Field of knowledge: Physical Sciences and Mathematics - Chemistry
• Principal Investigator: Amadeu Moura Bego
• Grantee: Maria Fernanda de Souza
• Host Institution: Instituto de Química (IQ). Universidade Estadual Paulista (UNESP). Campus de Araraquara. Araraquara , SP, Brazil

Abstract

The general theme of this project's general is science teacher education with a focus on the principles of educational equity, being part of a larger research project under development. The specific objectives of this research are: 1. Map, organize and develop a database with representative extracts, in audiovisual materials, of teaching practices of partner science teachers, based on the intentionality of their lesson plannings; and 2. Analyze the teaching practice of these science teachers based on the principles of educational equity. One of the consequences of the larger investigation is precisely the recording of classes and their categorization according to interests derived from research. Therefore, this project will be guided by the theoretical and methodological assumptions of development research. This research design is seen as a large umbrella of methodological approaches focused on combining research and product development, whose application is in solving a given problem. To achieve the objectives proposed in this project, two stages of methodological procedures will be necessary: 1. Mapping, structuring, scripting and storing excerpts from classroom instruction videos and producing representative episodes, according to intentions prescribed in lessons plans, in order to compose a database, a product to be generated in the development of this project; and 2. Analyze teachers' recordings based on equitable practices in order to characterize them. In the end, we will generate as educational products a database with representative extracts of science teachers' teaching practices based on their teaching intentions, along with their analysis in light of the assumptions of educational equity.