TEACHING AUTHORSHIP
AN ANALYSIS SCHEME IN THE TEACHING OF SCIENCE
Keywords:
Teaching authorship, Professional teacher development, Science Teachers, Teacher trainingAbstract
This work presents an analysis scheme for teaching authorship in science teaching. The
concept of teaching authorship has been characterized in order to deepen the relationship that the
teacher, in contexts of continuous formation, establishes with his own professional teacher development.
The elaboration of the scheme had as a starting point testimonials of teachers, participants of courses of
Professional Masters in Teaching of Sciences and Mathematics, extracted from works published in
Brazilian periodicals. The scheme encompasses a set of indicators that account for both cognitive and
subjective factors that influence teacher professional development: dedication - null, passive and active;
responsibility - null, eventual and systematic; innovation - null, technical, reflective and creative. To
explore the scheme of analysis, we have interpreted empirical data on the participation of a teacher in a
Professional Master's Degree in Physics Teaching. The data set was obtained by means of a semistructured interview and for the process of presentation and analysis of the data we opted for a narrative
analysis. As a conclusion, it was possible to observe that the scheme developed to characterize the
teaching author has as a perspective to highlight the fact that the teacher can be original and creative also
when considering, in specific, the knowledge that can be related to the diverse activities of the practice
pedagogical. In addition, the scheme can be an effective instrument, either for the teacher to evaluate
himself or to provide evidence about the potential contribution of the activities proposed by the training
context.
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