A teacher preparation course in the social representation construction concerning being teacher of Chemistry
The role of a pre-service teacher education in a construction of social representation about being teacher is the topic of this study, which included the participation of 44 first year and 27 last year undergraduate students from a course of chemistry. The theoretical lens used was Theory of Socia...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidade Federal do Rio Grande do Sul
2015-08-01
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| Series: | Investigações em Ensino de Ciências |
| Subjects: | |
| Online Access: | http://www.if.ufrgs.br/ienci/artigos/Artigo_ID390/v20_n2_a2015.pdf |
| Summary: | The role of a pre-service teacher education in a construction of social representation about being
teacher is the topic of this study, which included the participation of 44 first year and 27 last year
undergraduate students from a course of chemistry. The theoretical lens used was Theory of Social
Representation. Open questionnaires in which students had to write about their personal view about
working as Chemistry teacher were used. In their answers were observed two categories:
characteristics and vision of teaching. Comparing the characteristics that those students propose to
the achievement of teaching and learning processes was perceived that the attitudes and pedagogical
practices were suggest by both groups, what reinforces the many representations about teaching
built even before start pre-service teacher education. In the social representation of last year
students was observed that the characteristics and vision of teaching no longer centered on the
teacher. In addition, was identified the expansion of the components of representation, by adding
speeches and contents related to chemistry teaching (particularly the use of everyday life, the
understanding phenomena), approached during graduation. |
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| ISSN: | 1518-8795 1518-8795 |