WHY DO I TEACH THE WAY I DO?

A TEACHER REFLECTIONS TO THINK ABOUT CHEMISTRY TEACHING

Authors

DOI:

https://doi.org/10.21527/2179-1309.2022.116.12428

Keywords:

(self) training, Training memorial, Learning in the Chemistry teaching

Abstract

By thinking about Why do I teach in the way I do? It has provided reflection about the choices as a Chemistry teacher (first author). On this autobiographical narrative research, the aim is to understand if the reflexive movement through the lived experience may take root in a self-education process as well as contribute to think about teachers education and Chemistry teaching. The analysis are guided, from the categories (i) school experiences – student and teacher; (ii)  teaching loneliness – closed door; (iii) continuing training – opened door; (iv) the collective – other subjects. Such categories provided the following discussion: a) first teachers education stories and teaching: from the school desk to the closed door; b) opened door: the continuing teachers education; c) education and teaching professionalization: contributions to the collective subject. The analysis enabled to understand that the lived, when is guided by reflection, it may contribute to teachers education, since it is considered as an important tool of awareness. The results has shown: (1) the school is a place where it is possible to learn about teaching; (2) research and reflection are inseparable from the teachers education and teaching practices; (3) partnerships empower the collective building of new practices.

Author Biography

France Fraiha-Martins, Universidade Federal do Pará (UFPA)

Possui graduação em Tecnologia em Processamento de Dados pelo Centro Universitário do Estado do Pará - CESUPA (1995) e especialização em Informática na Educação pelo CESUPA (2001). Concluiu o Mestrado em Educação em Ciências e Matemática: área de concentração-Ciências, pelo Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI/UFPA. Doutora em Educação em Ciências e Matemáticas pelo PPGECM/IEMCI/UFPA. Recebeu Menção Honrosa no Prêmio Capes de Tese. Desenvolve pesquisa na linha Formação de Professores com trabalhos voltados para a Educação a Distância e para o uso de Tecnologias Digitais em situações de ensino. É docente da Universidade Federal do Pará - UFPA, lotada no Instituto de Educação Matemática e Científica - IEMCI. Atualmente é Coordenadora do Programa da Pós-Graduação em Docência em Educação em Ciências e Matemáticas (PPGDOC/IEMCI/UFPA). É membro do grupo de pesquisa de formação de professores (TRANS)FORMAÇÃO, vinculado ao IEMCI/UFPA. É docente do Programa de Pós-graduação em Docência em Educação em Ciências e Matemáticas, atuando na linha de pesquisa Formação de Professores para o Ensino de Ciências e Matemáticas. Atua também no Programa de Pós-graduação da Rede Amazônica de Educação em Ciências e Matemática (PPGECEM/REAMEC) na linha de pesquisa Formação de Professores para a Educação em Ciências e Matemática.

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Published

2022-01-03

How to Cite

Melo Mesquita, J., & Fraiha-Martins, F. (2022). WHY DO I TEACH THE WAY I DO? A TEACHER REFLECTIONS TO THINK ABOUT CHEMISTRY TEACHING. Revista Contexto & Educação, 37(116), 145–163. https://doi.org/10.21527/2179-1309.2022.116.12428

Issue

Vol. 37 No. 116 (2022): Práticas educativas e formação docente

Section

Dossie Práticas educativas e formação docente: metodologias e saberes

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