Construindo a trajetória docente: os percursos formativos de professores de ciências.
Oliveira, Maria Pilar Dias Barreira e
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The present study investigated how the Science teachers felt their formation through their personal education and professional lives. If we understand the teacher s formation as a period that comprehend his/her teaching experience as a student, reaching the teaching practice, than this research has the bearing question: what do the Science teachers report about their teaching formation process? This study is both descriptive and anaytical and qualitative in nature. Four teachers have taken part of this study in differents periods of their teaching career in public schools. Two of them worked in an A School, and the other two in a B School. This choice resulted from the fact that both public Schools have significant different educational context so that institutional, personal and professional aspects were considered as important. The data was collected through interviews with a semi-structured script built based on the following subjects: memory school live ( Primary and High School), Undergraduate course and Teaching. The main theoretical references adopted in this research had as its guidance their learning on the teaching formation process envolving the following subjects: teaching formation and learning teaching, contemplation in the teaching formation and teaching itself, the first teaching years and professional period, and teaching knowledge. These points gave support to all the data analysis in wich are provided the formation process of individual learning of teaching through the school professional trajectories. The result of this research indicated that the teaching formation processes of the Science teachers were established through the whole formation period. From the School trajectory they received teaching behavior models wich than applied tho their teaching practice. The pedagogical practice was influenced by the School context wich interfered in poistive or negative manner in the teaching learning and professional development. We also observed that the social practice has an influence in the teaching formation process. Nowadays, these teachers also faced dificulties in the pedagogical practice coming from the formation process and the schools where they work. However, all these resulting from neglected education and teaching profession.