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A prática pedagógica e a formação continuada de professores: reflexões num contexto multifacetado
| Content Provider | Semantic Scholar |
|---|---|
| Author | Lauxen, Ademar Antonio Vaniel, Ana Paula Härter Tres, Lairton Galvagni, Milene Fracasso Czarnobay, Bruna Bonafé |
| Copyright Year | 2017 |
| Abstract | This article presents an analysis of the revealed knowledge concerning the teaching practice in the interaction and mediation process developed by means of chats in the virtual environment Moodle, throughout 2014, involving Science and Chemistry teachers of local schools, undergraduate students and professors of the Chemistry teaching degree course in the Universidade de Passo Fundo - RS. The extension project “Training for Science/Chemistry teachers: round of conversation involving teachers’ knowledge and practices” aims to establish the so called “Triads of Professional (interaction) Training”. This process aims to problematize the knowledge by experience and to allow reflection, an important aspect for the constitution of a teacher’s autonomy and protagonism. Data was analyzed based on a Discourse Textual Analysis. Results indicate that teachers have a being knowledge and a doing knowledge that originate from practice, but that need to be revealed and problematized so that it can produce progress and qualify the teaching action. The interaction process involving the triad is potentially significant for the continuous training. |
| Starting Page | 142 |
| Ending Page | 151 |
| Page Count | 10 |
| File Format | PDF HTM / HTML |
| DOI | 10.5212/Rev.Conexao.v.13.i1.0011 |
| Volume Number | 13 |
| Alternate Webpage(s) | http://www.revistas2.uepg.br/index.php/conexao/article/download/9090/5498 |
| Alternate Webpage(s) | https://doi.org/10.5212/Rev.Conexao.v.13.i1.0011 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
