Advances and backdrops of teacher training courses in natural sciences area
Educational public policies related to initial teacher training assumed a centrality in the field that concerns educational research. We analyzed the Pedagogical Projects of Courses (PPC) aiming to identify advances and setbacks in teacher training in Biological Sciences, in Chemistry, and in Physic...
| Autores: | , , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal de Itajubá (UNIFEI) |
| Repositorio: | Research, Society and Development |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/23036 |
| Acceso en línea: | https://rsdjournal.org/index.php/rsd/article/view/23036 |
| Access Level: | acceso abierto |
| Palabra clave: | Formación de profesores Proyecto pedagógico del curso Graduación en ciencias biológicas Graduación en física Graduación en química Enseñanza. Formação de professores Projeto pedagógico de curso Licenciatura em ciências biológicas Licenciatura em física Licenciatura em química Ensino. Teacher training Pedagogical course projects Biology graduation Physics graduation Chemistry graduation Teaching. |
| Sumario: | Educational public policies related to initial teacher training assumed a centrality in the field that concerns educational research. We analyzed the Pedagogical Projects of Courses (PPC) aiming to identify advances and setbacks in teacher training in Biological Sciences, in Chemistry, and in Physics at the Universidade Federal de Santa Maria, campus from Santa Maria/RS, in relation to the National Curriculum Guidelines for teacher training. We carried out a qualitative, documentary, and descriptive research using content analysis as analysis methodology. From the results found, we realized that the Internship, Practice as a Curriculum Component, Complementary Activity and Total Credit Hours of the courses are, for the most part, in line with the laws that guide CNE/CP Resolutions N. 01/2002, 02/2002 and 02/2015. However, the courses are out of step with the BNC-Training guided by Resolution CNE/CP N. 02/2019. Thus, we infer that encouraging the development of a better and diversified PPC may lead to teacher training towards the expected profile. |
|---|