Identity and teacher's knowledge constitutions during the initial training of physics teachers: a case study

• Main Authors: Beatriz Salemme Corrêa Cortela, Sandra Regina Teodoro Gatti, Roberto Nardi
• Format: Article
• Language: Portuguese
• Published: Universidade Tecnológica Federal do Paraná 2020-08-01
• Series: Revista Brasileira de Ensino de Ciência e Tecnologia
• Subjects: identidade docente; saberes docentes; profissionalidade docente.
• Online Access: https://periodicos.utfpr.edu.br/rbect/article/view/8444

It is an excerpt from an investigation that seeks to study the process of constitution of the teaching identity in different formative times from the acquisition of knowledge. It aims to analyze the multiple relationships that involve the acquisition and mobilization of the same in different stages, from the initial formation until the exercise of the profession. We report here a case study carried out with students of a degree in Physics, in the disciplines of Teaching Methodologies and Practices, in a longitudinal perspective. The instrument for data collection was a semi-structured questionnaire. Summaries of the answers concerning the knowledge of good teachers and satisfaction with the profession chosen are presented. It is concluded that throughout the course the students broaden and deepen their knowledge, favored, among other aspects: by the way the curricular structure of the course was organized; by the way the teachers of the didactic-pedagogical disciplines work; and by the profile of these trainers.