Teachers’ theses about the process of learning and teaching science

Abstract

This text shows the results of a doctorate research, which investigated a formative process offered to teachers who start in the teaching career of the municipal of Rio de Janeiro's education, focusing on methodological strategies for the teaching science. Our goals were to identify the didactic strategies for Science Education and teachers ' perception about the teaching-learning process, with a view to the construction of teachers about teaching and learning. The methodological path joined questionnaires with open questions and semi-structured interviews. We elaborated on this investigation the term theses teachers, that is, a form of reflective teachers to express themselves. Therefore, we recognize teachers as bearers of knowledge based on their practices. From the triangulation of empirical materials we weave our results by clarifying that the tensioning of reflections in the dynamics of the formation of science teachers may encourage an emotional climate for interaction in which the manifestation of beliefs and conceptions will become the basis for reflection, dislodge and cause other forms of practice committed to reality.

Keywords

• formação de professores
• ensino de ciências
• professores iniciantes
• teses docentes.