Assessment of pedagogical process innovations in pre-service and in-service teacher education

• Grant number: 24/14932-7
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: October 01, 2024
• End date: September 30, 2025
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Marcelo Alves Barros
• Grantee: Felipe Telles de Sousa
• Host Institution: Instituto de Física de São Carlos (IFSC). Universidade de São Paulo (USP). São Carlos , SP, Brazil
• Associated research grant: 22/06977-5 - Implementation research of curriculum innovation, pedagogical strategies, and emerging technologies for quality-equity in basic education, AP.TEM

Abstract

This scientific initiation project aims to highlight the beliefs of teachers in initial and continuing education regarding the implementation of active methodologies in basic education through qualitative research. The proposed data collection methodology includes the use of initial and final questionnaires, based on the MSLQ (Motivated Strategies for Learning Questionnaire) and TSES (Teacher Sense of Efficacy Scale) models, as well as semi-structured interviews and recordings of classroom interactions. Responses will be collected from students participating in the course "Active Methodologies and Pedagogical Frameworks for Co-Learning in Natural Sciences," offered jointly to undergraduate students from USP and regular teachers from basic education in the field of natural sciences. By administering the questionnaires and conducting interviews at strategic moments throughout the course, data analysis will be carried out using software such as MAXQDA and ATLAS.ti to relate course participation to teachers' self-efficacy beliefs. The project aims to achieve two main outcomes: to present the perceptions of different generations of teachers regarding active methodologies, as developed throughout their training, and to contribute to teacher training based on the experiences and studies of teaching practice offered by the course. The results have the potential to reveal possible gaps in science teacher education and demonstrate how teacher training courses can help address these gaps.