Formação e desenvolvimento do professor de química: a história de Jailton

Abstract

The paper presents aspects of learning by experience from the life experience and teacher training Jailton. Draws attention to the fact that the spaces of initial and ongoing training are essential in the formation of a teacher, but are not the only ones.The research that is part of a broad movement of research and training that adopts the biographical approach to epistemological perspective on learning from the experiences of the subjects. This approach provides the teacher faced with the construction of their identity and this is a way to deepen their reflection on teacher training. Research focusing on this approach are scarce in the area of Teaching Chemistry. In this paper we show that the teacher builds knowledge over the course of his life and work and a lot of knowledge does not come from academia. He will learn from our experiences, successful and unsuccessful, and builds knowledge references that will help assess future situations. Also, what teachers learn in the academy becomes useful only when he experiences this learning, at the time put into practice what they learned adjusting to their reality in the classroom.

Keywords

• Teacher formation
• Experience
• Professional development