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| Author(s): |
Keysy Solange Costa Nogueira
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Instituto de Física (IF/SBI) |
| Defense date: | 2018-05-24 |
| Examining board members: |
Carmen Fernandez;
Edenia Maria Ribeiro do Amaral;
Leila Inês Follmann Freire
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| Advisor: | Carmen Fernandez; Elaine Pavini Cintra |
| Abstract | |
This study presents the results of a research that aimed to access the teacher knowledge of future chemistry teachers, in the context of the Institutional Program for Scholarships for Initiation in Teaching (Pibid). This is a case study. Data were collected from audiovisual recordings of narratives from three participants during the Pibid-chemistry meetings, from regencies and from semi-structured interviews. In addition, Pibid-participants\' reports, lesson plans and questionnaires were analyzed, and an instrument that assessed the students\' perception about the teacher knowledge of the undergraduate students regarding teaching practices. The possible impacts of Pibid on the training of the coordinator and supervisor who guided the Pibid participants were also analyzed. Several documents were analyzed for evidence of the teacher knowledge of the Pibid students. The theoretical background for the analysis of qualitative data was based on content analysis, with categories from the base knowledge and the pentagonal model. The analysis of the students\' perception instrument was based on statistical methods. In order to analyze the marks left by Pibid in the training of the coordinator and supervisor, the study adopted the categories of teaching knowledge´model and other emerging ones. Pibid participant Antônio presented consistent content knowledge, students knowledge and students difficulties knowledge in relation to the redox content. On the other hand, in some occasions during classes, he had difficulties organizing the class and the content into the class time. Antônio used, in his didactic sequences, different evaluation instruments. His teaching strategies were based mainly on experimental practices, reading, among others. Pibid-participant Melissa demonstrated not master the redox reactions content, she did not have any knowledge about curricula and so could not develop strategies to work with the subject she taught. Much of the teaching knowledge that emerged from the documents analyzed from Melissa reflects the guidelines that she received from the coordinator and supervisor and from the experience offered by Pibid: how to access students\' difficulties with a specific content, how to deal with class management and organizing the classrooms. The assessment instruments adopted by Melissa were aimed at collecting data for the subproject. During her regency, she did not show concern for student learning, but in executing the intended curriculum and applying the assessments. Another Pibid participant, Mateus also seemed to have limited content knowledge and about selecting the necessary concepts for students learning. He also presented difficulties with time and class management. On the other hand, he came to understand the students\' conceptual difficulties with the redox content from his experience in Pibid. Several of the decisions that must be made in science education chosen by Mateus were guidelines given by his supervisor. From the mapping, it is inferred that the teaching knowledge accessed by the participants was a reflection of Pibid participation, personified in the figure of the tutor and by the experience in the classroom. It was also evidenced that Pibid contributes to the continued professional developing of the coordinator, by enabling university professors to know, for instance, the reality of basic education schools; and of supervisors, for conceiving themselves as co-teachers of the teaching students. The conclusion drawn is that the teaching knowledge accessed by Mateus and Melissa were influenced mainly by the coordinator\'s guidelines. It is believed that contact with their future work environment and tutoring by experienced teachers were fundamental for Pibid participants to access the knowledge inherent to the development of basic knowledge and the PCK. (AU) | |
| FAPESP's process: | 16/08677-8 - Reflexes of PIBID program in pedagogical practice of chemistry undergraduates involving the redox content |
| Grantee: | Keysy Solange Costa Nogueira |
| Support Opportunities: | Scholarships in Brazil - Doctorate (Direct) |