Teacher Knowledge and Inclusive Education in the Development of Science Teaching Resources

Abstract

In teacher education, it is essential to problematize science teaching by favoring the construction of teaching knowledge which will be useful when working with diversity in the classroom, from an inclusive perspective. This paper reports research aimed to analyze inclusive didactic resources developed by students of a Science Teacher Education Program in a teaching methodology subject. The resources were analyzed in the light of Soler's multisensory didactics and Camargo's contributions to the construction of teaching knowledge related to teaching visually impaired students. The results show the development of this teaching knowledge and the presence of multisensorial elements in the designed resources, exposing a practice which could be replicated in other teacher education programs.