| Journal: | Caderno brasileiro de ensino de fisica |
| Database: | PERIÓDICA |
| System number: | 000327572 |
| ISSN: | 1677-2334 |
| Authors: | Delizoicov-Neto Demetrio1 Sauerwein, Ines Prieto Schmidt2 |
| Institutions: | 1Universidade Federal de Santa Maria, Departamento de Fisica, Santa Maria, Rio Grande do Sul. Brasil 2Universidade Federal de Santa Catarina, Departamento de Metodologia da Educacao, Florianopolis, Santa Catarina. Brasil |
| Year: | 2008 |
| Season: | Dic |
| Volumen: | 25 |
| Number: | 3 |
| Pages: | 439-477 |
| Country: | Brasil |
| Language: | Portugués |
| Document type: | Plan, proyecto, programa |
| Approach: | Prospectivo |
| English abstract | This work analyzes in-service Physics education programs restricted to the documents submitted to obtain financial support from MEC/CAPES, within the 2001 Prociências and that were later carried out in Rio Grande do Sul. The analysis is performed by an instrument called formative practices spectrum, that we developed encompassing elements of different conceptions and practices of in-service Physics Education. Preliminary results show that the degree of connection between the projects with research in Science Education (SE) is an element that determines its location on the formative practices spectrum in such a manner that any proposition evolving SE does not aim exclusively filling gaps of undergraduate formation. In the present work it was analyzed the qualified projects in respect of their constitutive elements which characterize the in-service teacher programs. It was investigated whether such elements (e.g. use of recent results in Science Education SE , planning, collective work, among others) were articulated with the actual teaching practice, and, in the affirmative case, how. Preliminary results show that there are two tendencies in formative practices. When the formative experts are relatively isolated from recent results in SE, they tend to fill the gaps they find in teachers basic formation. In the case that the formative experts are relatively in touch with recent results in SE, it is verified a small change from the previous tendency, because it is perceived the existence of other constitutive elements within teaching practice |
| Portuguese abstract | O trabalho analisa cursos de formação de professores de Física em serviço, implementados no Rio Grande do Sul através do Programa Prociências/CAPES, edital de 2001. Tendo como referências a literatura sobre a temática da formação, construiu-se um instrumento denominado espectro de práticas formativas, que sintetiza elementos que compõem distintas concepções e práticas que estruturam a formação continuada de professores. Elementos constituintes dos projetos qualificados e obtidos da análise dos documentos aprovados para a obtenção de financiamento foram cotejados com os desse instrumento. Resultados preliminares indicam que há duas tendências nas práticas formativas: de um lado, formadores relativamente isolados de resultados recentes de pesquisa em Educação em Ciências (EC) que tendem a preencher lacunas de formação dos professores e, de outro, formadores em relativa sintonia com resultados recentes de pesquisa em EC, diferindo- se assim da primeira tendência, uma vez que as práticas formativas não têm como foco central apenas o preenchimento de lacunas da formação inicial dos professores |
| Disciplines: | Educación, Física y astronomía |
| Keyword: | Educación media y media superior, Física, Formación de profesores, Educación media, Práctica educativa |
| Keyword: | Education, Physics and astronomy, Secondary education, Physics, Teacher training, High school, Teaching practices |
| Full text: | Texto completo (Ver HTML) |
