Indicators of botany teaching in biological sciences courses at public universities in Bahia: implications for initial teacher training
Basic Education teacher training courses across the country are in the process of changing, incorporating the new guidelines established with the current legislation. This study aims to analyze indicators that impact the quality of botany teaching in biological sciences courses of public universitie...
| Autores: | , , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Revista Investigações em ensino de ciências |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.if.ufrgs.br:article/3239 |
| Acceso en línea: | https://ienci.if.ufrgs.br/index.php/ienci/article/view/3239 |
| Access Level: | acceso abierto |
| Palabra clave: | Pedagogical Projects of Course National Curriculum Guidelines Initial training Teaching Strategies Projetos Pedagógicos de Curso Diretrizes Curriculares Nacionais Formação Inicial Estratégias de Ensino |
| Sumario: | Basic Education teacher training courses across the country are in the process of changing, incorporating the new guidelines established with the current legislation. This study aims to analyze indicators that impact the quality of botany teaching in biological sciences courses of public universities in Bahia with a view to contributing to the initial teacher education of graduates. It involved a qualitative-quantitative work through documentary study of the Pedagogical Projects of Courses - PPCs of the courses. The data were categorized, processed and analyzed qualitatively and then quantitatively through basic statistics and Excel software. It was found that only the Biological Sciences Courses of the State University of Feira de Santana (UEFS) and the Federal University of Oeste Baiano (UFOB) are with the PPCs reformulated according to the current legislation. The indicators in general imply operational difficulties to approach specific contents of botany for which they require the use of functional teaching strategies for initial teacher training. |
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