TEACHER’S KNOWLEDGE IN THE INITIAL TRAINING OF BIOLOGY TEACHER
Teaching knowledge is a determining factor in teacher activity. Several authors highlight the knowledge considered necessary for the teacher to know how to teach, which brings us back to an initial contextualized and grounded formation, in which the pedagogical practice is the starting point for und...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Recursos: | Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
| Repositorio: | Revista Prática Docente |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.periodicos.cfs.ifmt.edu.br:article/528 |
| Acesso em linha: | https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/528 |
| Access Level: | acceso abierto |
| Palavra-chave: | Formação Inicial Saberes Docente Biologia Knowing Teacher Initial formation Biology |
| Resumo: | Teaching knowledge is a determining factor in teacher activity. Several authors highlight the knowledge considered necessary for the teacher to know how to teach, which brings us back to an initial contextualized and grounded formation, in which the pedagogical practice is the starting point for understanding the phenomena that are presented there. The objective of this research was to understand which teaching knowledge is present in the licenciandos of the course of Biological Sciences of the University of the State of Amazonas. As a methodology for data analysis, we used Bardin’s content analysis. The data collection was carried out from a questionnaire with 20 licenciandos of the course of Biological Sciences. The results of this research reveal the presence of the teaching identity, the experiential knowledge and the professional training process. In this way, the construction of knowledge is the result of the set of steps, which occurs at all times during teacher education. |
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