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Formação contínua em ciências e desenvolvimento profissional : um estudo com professores do 1.º Ciclo do Ensino Básico
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Orientador(es)
Resumo(s)
Os conhecimentos científicos e as competências pedagógicas assumem-se como
determinantes para o sucesso do desenvolvimento profissional dos professores. A formação inicial e
a formação contínua revelam-se cada vez mais importantes para esse desenvolvimento profissional.
Numa altura em que o contexto educativo vive momentos de conturbada mudança, a tutela começa
a implementar um novo sistema de avaliação de professores, destacando-se entre outros pontos, a
formação contínua como factor para o desenvolvimento profissional dos docentes, interessa
constituir espaços de reflexão e construção de conhecimento que podem contribuir para a discussão
de opções e tomada de decisões sobre a organização e desenvolvimento da formação contínua,
nomeadamente na área do ensino das ciências, no Ciclo do Ensino Básico.
O presente estudo pretende contribuir para a análise da problemática relacionada com a
influência da formação contínua no desenvolvimento profissional dos professores do 1° Ciclo do
Ensino Básico. Neste contexto, o trabalho centrou-se nas percepções das professoras sobre a
Ciência, o ensino das ciências e a formação contínua. Estudou-se, ainda, a evolução registada nas
percepções das professoras quanto à Ciência, ao ensino das ciências e à formação contínua através
das mudanças percepcionadas e observadas na prática lectiva das professoras quando estas
ensinavam ciências, antes e após a frequência de uma acção de formação continua.
A investigação baseou-se num estudo de caso, recorrendo à análise documental, ao inquérito
por entrevista e à observação de momentos críticos nas aulas, de duas professoras do 1º Ciclo do
Ensino Básico, que participaram na formação "Vamos brincar aos materiais". Esta acção tinha
como objectivo promover a formação científica e pedagógica dos professores do Ciclo do
Ensino Básico na área das ciências, recorrendo a materiais de uso comum para a realização da
actividade experimental, de forma a captar a atenção e interesse da criança pelas áreas científicas.
Os resultados, que não podem ser generalizáveis, mostram que a formação teve uma
influência positiva no desenvolvimento profissional das professoras. Com a formação contínua, os
professores fortaleceram as suas bases científicas e pedagógicas, ganhando motivação para cumprir
o objectivo final que lhes é pedido: literacia científica para todos. Assim, os professores aparecem
como eternos aprendizes, em que o seu desenvolvimento é contínuo e ao longo da vida.
Scientific knowledge and teaching skills was seen as crucial to the success of teachers' professional development. The continuous training is increasingly important for this professional development. At a time when the educational context lives troubled times change, and the educational central policy institution begins to implement a new system for evaluating teachers, highlighting among other points, the continuous education as a factor for the teachers professional development, it is essential to reflect and construct knowledge that can contribute for the discussion and make decisions about the further organization and continuous training development, particularly in the area of science teaching in the cycle of basic education. This study aims to contribute to the analysis of the influence of training in the professional development of cycle of basic education teachers. In this context, the work focused on the perceptions of teachers, about Science, the teaching of science and teacher continuous training in science. The evolution in the perceptions of teachers about Science, the teaching of science and teacher continuous training in science through the perceived and observed changes in the practice of teachers when they taught science, before and after a science teacher continuous training course was analysed. The research was based on a case study, using the document analysis, the inquiry by interview and observation of critical moments in class. The participants were two teachers from 1st cycle of basic education, who attended the training course "Let's play with materials." This course aimed to promote scientific and pedagogical training for teachers from the Cycle of basic education in science, using materials commonly used in daily life for conducting the experimental work in order to capture the attention and interest of the children for science. The results, which can not be generalized, show that training had a positive influence on the professional development of teachers. With the training, teachers strengthened their scientific and educational knowledge, gaining motivation to achieve the ultimate objective which is sought: scientific literacy for all. Thus, teachers appear as eternal apprentices, where their development is continuous and for lifelong learning.
Scientific knowledge and teaching skills was seen as crucial to the success of teachers' professional development. The continuous training is increasingly important for this professional development. At a time when the educational context lives troubled times change, and the educational central policy institution begins to implement a new system for evaluating teachers, highlighting among other points, the continuous education as a factor for the teachers professional development, it is essential to reflect and construct knowledge that can contribute for the discussion and make decisions about the further organization and continuous training development, particularly in the area of science teaching in the cycle of basic education. This study aims to contribute to the analysis of the influence of training in the professional development of cycle of basic education teachers. In this context, the work focused on the perceptions of teachers, about Science, the teaching of science and teacher continuous training in science. The evolution in the perceptions of teachers about Science, the teaching of science and teacher continuous training in science through the perceived and observed changes in the practice of teachers when they taught science, before and after a science teacher continuous training course was analysed. The research was based on a case study, using the document analysis, the inquiry by interview and observation of critical moments in class. The participants were two teachers from 1st cycle of basic education, who attended the training course "Let's play with materials." This course aimed to promote scientific and pedagogical training for teachers from the Cycle of basic education in science, using materials commonly used in daily life for conducting the experimental work in order to capture the attention and interest of the children for science. The results, which can not be generalized, show that training had a positive influence on the professional development of teachers. With the training, teachers strengthened their scientific and educational knowledge, gaining motivation to achieve the ultimate objective which is sought: scientific literacy for all. Thus, teachers appear as eternal apprentices, where their development is continuous and for lifelong learning.
Descrição
Tese de mestrado, Educação (Didáctica das Ciências), Universidade de Lisboa, Faculdade de Ciências, 2008
Palavras-chave
Desenvolvimento profissional de professores Professores - Formação Ciências - Estudo e ensino Ensino básico (1º ciclo) Teses de mestrado - 2008