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Produção de Narrativas Reflexivas por Licenciandos em Química como Modo de Construção da Aprendizagem Docente

Author(s): Dulcimeire Ap. Volante Zanon

Journal: Educação : Teoria e Prática
ISSN 1517-9869

Volume: 22;
Issue: 40;
Start page: 128;
Date: 2012;
Original page

Keywords: Chemistry teacher education | Reflective narratives | Teaching training period

The objective of this study was to analyze the reflective narratives produced by trainees of an undergraduate course in Chemistry, from the activities planned and carried out in public high school. It was intended, through the use of narratives, to provide the undergraduate students with opportunities to rethink the teaching practices and concepts and, also,evaluate their professional performance engaging them in a process of personal search. In this context, the training program is designed as a special area of action, reflection and professional development. The narratives were produced by the trainees and analyzed by the researcher, according to a critical trend adapted from the reflective cycle. The voices of the subjects, shown in the form of episodes, allowed the trainees to convey the meanings attributed by them when reflecting on the complexity of the reality. Thus it was possible to identify categories that showed the learning of teaching, i.e., the production of narratives allowed the trainee to reflect on all phases through the development of the activities, from the confrontation of the lesson plan with the actions that occurred in the classroom to the awareness raising when facing certain situations.
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