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Imaginários de futuros professores de física sobre os saberes docentes: Sentidos produzidos na interface universidade-escola no estágio curricular supervisionado

dc.contributor.authorLópez, Tatiana Iveth Salazar
dc.contributor.authorNardi, Roberto [UNESP]
dc.date.accessioned2021-06-25T11:09:58Z
dc.date.available2021-06-25T11:09:58Z
dc.date.issued2021-01-01
dc.identifierhttp://dx.doi.org/10.22600/1518-8795.IENCI2020V25N3P454
dc.identifier.citationInvestigacoes em Ensino de Ciencias, v. 25, n. 3, p. 454-470, 2021.
dc.identifier.issn1518-8795
dc.identifier.issn1518-9384
dc.identifier.urihttp://hdl.handle.net/11449/208304
dc.description.abstractStarting from the idea that becoming a teacher is a continuous process, affected by different elements such as, for example, previous experience as students, in this paper we present an analysis of the teaching knowledge that future teachers mobilized to answer the question: “What can you say about what a physics teacher needs to teach physics?”. The research took place in the context of the last of the four subjects of Supervised Curricular Internship in a Physics Education Degree course at a public university. Discourse Analysis was considered as a theoretical-methodological framework to analyse the imaginary of seven future physics teachers. The results showed that the students start from the social imaginary that, in order to teach, it is necessary to master the teaching contents and some didactic elements, and they produce repetitions and new meanings about this imaginary. We also observed that, in the case of those who had no experience in the classroom teaching, the conducting in the internship was decisive to build meanings on the issue.en
dc.format.extent454-470
dc.language.isopor
dc.relation.ispartofInvestigacoes em Ensino de Ciencias
dc.sourceScopus
dc.subjectDiscourse Analysis
dc.subjectPhysics Teaching
dc.subjectTeaching Identity
dc.subjectTeaching Knowledge
dc.titleImaginary of future physics teachers about teaching knowledge: Senses produced in the university-school interface in the supervised curricular internshipen
dc.titleImaginários de futuros professores de física sobre os saberes docentes: Sentidos produzidos na interface universidade-escola no estágio curricular supervisionadopt
dc.typeArtigo
dc.contributor.institutionUnidad Monterrey
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.description.affiliationPrograma de Maestría en Eduación en Biología para la Formacación Ciudadana Centro de Investigación y de Estudios Avanzados del IPN CINVESTAV Unidad Monterrey, Avenida del Conocimiento, 201
dc.description.affiliationPrograma de Pós-graduação em Educação para a Ciência Faculdade de Ciências Universidade Estadual Paulista “Júlio de Mesquita Filho” UNESP, Avenida Eng. Luiz Edmundo Carrijo Coube, 14-01.
dc.description.affiliationUnespPrograma de Pós-graduação em Educação para a Ciência Faculdade de Ciências Universidade Estadual Paulista “Júlio de Mesquita Filho” UNESP, Avenida Eng. Luiz Edmundo Carrijo Coube, 14-01.
dc.identifier.doi10.22600/1518-8795.IENCI2020V25N3P454
dc.identifier.scopus2-s2.0-85099124581
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