The rupture in the physics teacher’s pedagogical sequence
This is the result of an observational research, carried out with a group of high school physics teachers in professional development. We departed from the recognition of the incipient learning in courses, as identified from the few changes resultant in teachers’ practices. While studying their att...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidade Federal do Rio Grande do Sul
2013-12-01
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| Series: | Investigações em Ensino de Ciências |
| Subjects: | |
| Online Access: | http://www.if.ufrgs.br/ienci/artigos/Artigo_ID349/v18_n3_a2013.pdf |
| _version_ | 1819123457210712064 |
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| author | Anne Louise Scarinci Jesuína Lopes de Almeida Pacca |
| author_facet | Anne Louise Scarinci Jesuína Lopes de Almeida Pacca |
| author_sort | Anne Louise Scarinci |
| collection | DOAJ |
| description | This is the result of an observational research, carried out with a group of high school physics teachers in professional development. We departed from the recognition of the incipient
learning in courses, as identified from the few changes resultant in teachers’ practices. While studying their attempts to take into classroom the proposals learned in the courses, we’ve observed
that such attempts frequently originated a rupture in the pedagogical sequence. This caused a great distress and a tendency to return to the “old” practice. Of what does this rupture consist? Which obstacles may be causing them? This question lead us to study the characteristics of teachers’ practices and their evolution/oscillation, motivated by the professional development course. We’ve related the ruptures in their pedagogical sequence with the incoherence in teachers' strategies and attitudes when applying the teaching theory being learned, whereas still maintaining aspects of their practice founded into the old theory. We’ve concluded that the learning of a new teaching theory requires a ground attitudinal change, more fundamental than possible changes in the teaching strategies, these ones capable of planning. |
| first_indexed | 2024-12-22T07:08:39Z |
| format | Article |
| id | doaj.art-27166e13559c4c658e6532d34ed15ff2 |
| institution | Directory Open Access Journal |
| issn | 1518-8795 1518-8795 |
| language | English |
| last_indexed | 2024-12-22T07:08:39Z |
| publishDate | 2013-12-01 |
| publisher | Universidade Federal do Rio Grande do Sul |
| record_format | Article |
| series | Investigações em Ensino de Ciências |
| spelling | doaj.art-27166e13559c4c658e6532d34ed15ff22022-12-21T18:34:35ZengUniversidade Federal do Rio Grande do SulInvestigações em Ensino de Ciências1518-87951518-87952013-12-01183681696The rupture in the physics teacher’s pedagogical sequenceAnne Louise Scarinci0Jesuína Lopes de Almeida Pacca1USP/Instituto de FísicaRua do Matão, Tv.R, 187, Cidade Universitária, São Paulo – SP. This is the result of an observational research, carried out with a group of high school physics teachers in professional development. We departed from the recognition of the incipient learning in courses, as identified from the few changes resultant in teachers’ practices. While studying their attempts to take into classroom the proposals learned in the courses, we’ve observed that such attempts frequently originated a rupture in the pedagogical sequence. This caused a great distress and a tendency to return to the “old” practice. Of what does this rupture consist? Which obstacles may be causing them? This question lead us to study the characteristics of teachers’ practices and their evolution/oscillation, motivated by the professional development course. We’ve related the ruptures in their pedagogical sequence with the incoherence in teachers' strategies and attitudes when applying the teaching theory being learned, whereas still maintaining aspects of their practice founded into the old theory. We’ve concluded that the learning of a new teaching theory requires a ground attitudinal change, more fundamental than possible changes in the teaching strategies, these ones capable of planning.http://www.if.ufrgs.br/ienci/artigos/Artigo_ID349/v18_n3_a2013.pdfteacher educationteacher professional developmentconstructivismphysics teachingcourse planning |
| spellingShingle | Anne Louise Scarinci Jesuína Lopes de Almeida Pacca The rupture in the physics teacher’s pedagogical sequence Investigações em Ensino de Ciências teacher education teacher professional development constructivism physics teaching course planning |
| title | The rupture in the physics teacher’s pedagogical sequence |
| title_full | The rupture in the physics teacher’s pedagogical sequence |
| title_fullStr | The rupture in the physics teacher’s pedagogical sequence |
| title_full_unstemmed | The rupture in the physics teacher’s pedagogical sequence |
| title_short | The rupture in the physics teacher’s pedagogical sequence |
| title_sort | rupture in the physics teacher s pedagogical sequence |
| topic | teacher education teacher professional development constructivism physics teaching course planning |
| url | http://www.if.ufrgs.br/ienci/artigos/Artigo_ID349/v18_n3_a2013.pdf |
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