The Continuing Education of Science Teachers: Teaching Constitution by Reflexive Narrative

The aim of this work is to understand the formative potential of the process of research-action that takes place based on the formative reflection, in a collaborative context and/or individual one, guided, especially by the log book. The research subjects were teachers of Science from the basic educ...

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Autores principales: Kierepka, Janice Silvana Novakowski, Güllich, Roque Ismael da Costa
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2013
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22397
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Revista de Educación en Biología de Universidad Nacional de Córdoba
id I10-R313-article-22397
record_format ojs
spelling I10-R313-article-223972021-11-12T18:42:04Z The Continuing Education of Science Teachers: Teaching Constitution by Reflexive Narrative La formación continua de profesores de ciencias: constitución docente por la narración reflexiva Kierepka, Janice Silvana Novakowski Güllich, Roque Ismael da Costa The aim of this work is to understand the formative potential of the process of research-action that takes place based on the formative reflection, in a collaborative context and/or individual one, guided, especially by the log book. The research subjects were teachers of Science from the basic education of Cerro Largo/RS, who developed their continuing education in a Study and Research Group characterized by a process of collaborative formation by means of research-action. The results obtained built grasp of the importance of continuing education, as we can see in the narratives of teachers’ advances in the constitution of their formation by reflection. The research-action is presented as a component of autonomy, of teaching knowledge and so, of Science education. O presente trabalho tem a finalidade de compreender o potencial formativo do processo de investigação-ação que ocorre com base na reflexão formativa, em contextos colaborativos e/ou individuais, guiados, especialmente pelo diário de bordo. Os sujeitos de pesquisa eram professores de Ciências da Educação Básica de Cerro Largo/RS que desenvolvem sua formação continuada em um Grupo de Estudos e Pesquisa, caracterizado por um processo de formação colaborativo pela via da investigação-ação. Os resultados construídos proporcionam apreender a relevância da formação continuada, à medida que podemos perceber nas narrativas de professores avanços na constituição de sua docência pela reflexão formativa. A investigação-ação se apresenta como constituinte da autonomia, de saberes docente e assim, da docência em Ciências. Asociación de Docentes de Ciencias Biológicas de la Argentina 2013-12-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/msword https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22397 10.59524/2344-9225.v16.n2.22397 Journal of Biology Education; Vol. 16 No. 2 (2013): Revista de Educación en Biología; (pp. 56-66) Revista de Educación en Biología; Vol. 16 Núm. 2 (2013): Revista de Educación en Biología; (pp. 56-66) 2344-9225 0329-5192 10.59524/2344.9225.v16.n2 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22397/22015 https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22397/27134 Derechos de autor 2013 Janice Silvana Novakowski Kierepka, Roque Ismael da Costa Güllich https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-313
container_title_str Revista de Educación en Biología
language Español
format Artículo revista
author Kierepka, Janice Silvana Novakowski
Güllich, Roque Ismael da Costa
spellingShingle Kierepka, Janice Silvana Novakowski
Güllich, Roque Ismael da Costa
The Continuing Education of Science Teachers: Teaching Constitution by Reflexive Narrative
author_facet Kierepka, Janice Silvana Novakowski
Güllich, Roque Ismael da Costa
author_sort Kierepka, Janice Silvana Novakowski
title The Continuing Education of Science Teachers: Teaching Constitution by Reflexive Narrative
title_short The Continuing Education of Science Teachers: Teaching Constitution by Reflexive Narrative
title_full The Continuing Education of Science Teachers: Teaching Constitution by Reflexive Narrative
title_fullStr The Continuing Education of Science Teachers: Teaching Constitution by Reflexive Narrative
title_full_unstemmed The Continuing Education of Science Teachers: Teaching Constitution by Reflexive Narrative
title_sort continuing education of science teachers: teaching constitution by reflexive narrative
description The aim of this work is to understand the formative potential of the process of research-action that takes place based on the formative reflection, in a collaborative context and/or individual one, guided, especially by the log book. The research subjects were teachers of Science from the basic education of Cerro Largo/RS, who developed their continuing education in a Study and Research Group characterized by a process of collaborative formation by means of research-action. The results obtained built grasp of the importance of continuing education, as we can see in the narratives of teachers’ advances in the constitution of their formation by reflection. The research-action is presented as a component of autonomy, of teaching knowledge and so, of Science education.
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2013
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22397
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first_indexed 2024-09-03T20:30:29Z
last_indexed 2024-09-03T20:30:29Z
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