Contributions of metacognitive strategies to science teacher training in the early years

Abstract

In this paper, we report the experience gained in Teaching Internship, an academic discipline required for our doctoral training in progress, with the aim of highlighting the contributions of metacognitive strategies in initial Science teacher training in the early years. Considering the qualitative research approach, we analyzed the records in the field diaries of the students who attended Practicum II in the Education course to identify and discuss, in the light of Textual-Discursive Analysis (TDA), the results of the strategies used in the building and implementation of Natural Science lessons taught by students. The records reveal moments of reflection and self-knowledge, showing important notes about teacher training which has been adjusted to a scientific culture. At this, we realized that we need to promote spaces for discussion and collective knowledge construction necessary for Science education in the early years, allowing students to look at themselves in a process of self-knowledge by reframing their memories, beliefs and perceptions as a way to expand their knowledge for the scientific and socially committed teaching practice.

Keywords

• estratégias metacognitivas
• ensino de ciências
• formação de professor