A CHEMISTRY TEACHER, ONE CONTENT AND TWO SCHOOL CONTEXTS: FROM THE PERSONAL PCK TO THE ENACTED PCK

Um professor de química, um conteúdo e dois contextos escolares: do PCK pessoal para o PCK em ação

Autores

DOI:

https://doi.org/10.1590/1983-21172021230116%20

Palavras-chave:

Conhecimento Pedagógico do Conteúdo., Contexto de aprendizagem, Conhecimentos docentes

Resumo

In this work, we analyze how a teacher, inserted in two different school contexts, mobilizes his knowledge for teaching chemistry. We adopted as the theoretical background framing the teachers’ professional knowledge, more specifically the Pedagogical Content Knowledge (PCK). The data comprise audiovisual records of classes, interviews, answers to the Content Representation instrument (CoRe), stimulated video reflections and participant observation. The analyzes were based on the discursive interactions and the Refined Consensus Model. From these data, we access and analyze the personal and the enacted pedagogical content knowledge of the teacher and point out the contributions received by the different actors and contexts that made the teacher act differently in the two schools.

Neste trabalho, analisamos como um professor, inserido em dois contextos escolares distintos, mobiliza seus conhecimentos para o ensino de química. Adotamos como referencial teórico a base de conhecimentos de professores, mais especificamente o Conhecimento Pedagógico do Conteúdo (PCK). Os dados compreendem registros audiovisuais das aulas, entrevistas, respostas ao instrumento Representação de Conteúdo (CoRe), reflexões vídeo-estimuladas e observação participante. As análises basearam-se nas interações discursivas e no Modelo Consensual Refinado. A partir desses dados, acessamos e analisamos o conhecimento pedagógico do conteúdo pessoal e em ação do professor e apontamos as contribuições recebidas pelos distintos atores e contextos que fez com que o professor atuasse diferentemente nas duas escolas.

Downloads

Não há dados estatísticos.

Referências

Abell, S. K. Research on science teacher knowledge. In: S.K. Abell & N.G. Lederman(Eds.), Handbook of Research on Science Education(pp. 1105-1149). New York: Routledge. 2007.

Abell, S. K. Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, London, 30(10), 1405-1416. 2008. <https://doi.org/10.1080/09500690802187041>.

Baumert, J; Kunter, M; Blum, W; Brunner, M; Voss, T; Jordan, A; & Tsai, Y. Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47, 133-180. 2010. <https://doi.org/10.3102/0002831209345157>.

Carlson, J; & Daehler, K. R. The refined consensus model of pedagogical content knowledge in science education. In: A.

Hume; R. Cooper, & A. Borowski. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science (pp. 77-92). Singapura: Springer. 2019.

Fernandez, C. PCK - Conhecimento Pedagógico do Conteúdo: perspectivas e possibilidades para a formação de professores. In: VIII Encontro Nacional de Pesquisa em Educação em Ciências, 2011, Campinas. Atas do VIII Encontro Nacional de Pesquisa em Educação em Ciências. Rio de Janeiro: UFRJ, 2011. v. 1. p. 1-12.

Fernandez, C. Revisitando a Base de Conhecimentos e o Conhecimento Pedagógico do Conteúdo (PCK) de professores de ciências. Ensaio: Pesquisa em Educação em Ciências(Online), 17, 500-528. 2015. <https://doi.org/10.1590/1983-21172015170211>.

Fernandez, C; & Goes, L. F. Conhecimento pedagógico do conteúdo: estado da arte no ensino de ciências e matemática. In: A. Garritz, S. F. D. Rosales, & M. G. Lorenzo. (Orgs.). Conocimiento Didáctico del Contenido. Una perspectiva Iberoamericana (pp. 65-99). 1ed.Saarbrücken, Alemania: Editorial Académica Española. 2014.

Friedrichsen, P; Driel, J. H. V; & Abell, S. K. Taking a closer look at science teaching orientations. Science Education, 95(2), 358-376. 2011. <https://doi.org/10.1002/sce.20428>.

Gess-Newsome, J. A model of teacher professional knowledge and skill including PCK. In A. Berry, P. Friedrichsen, & J.

Loughran (Eds.), Re-examinig Pedagogical Content Knowledge in Science Education (pp. 28-42). New York: Routledge , 2015.

Grossman, P. L. The making of a teacher: teacher and teacher education. New York: Teachers College Press. 1990.

Helmes, J.; & Stokes, L. A meeting of minds around Pedagogical Content Knowledge: designing an international PCK summit for professional, community, and field development. 2013. Disponível em: http://www.inverness-research.org/reports/2013-05_Rpt-PCK-Summit-Eval-final_03-2013.pdf >. Acesso em:21 mar. 2021.

» http://www.inverness-research.org/reports/2013-05_Rpt-PCK-Summit-Eval-final_03-2013.pdf

Hume, A; Cooper, R; & Borowski, A. Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science Singapura: Springer. 2019.

Kind, V. Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education, 45(2), 169-204. 2009. <https://doi.org/10.1080/03057260903142285>.

Loughran, J. J; Milroy, P; Berry, A; Gunstone, R. F; & Mulhall, P. Documenting Science Teachers Pedagogical Content Knowledge through PaP-eRs. Research in Science Education, 31, 289-307. 2001. <https://doi.org/10.1023/A:1013124409567>.

Loughran, J; Berry, A; & Mulhall, P. Understanding and developing science teachers’pedagogical content knowledge Rotterdam: Sense Publishers, 2006.

Magnusson, S; Krajcik, L; & Borko, H. Nature, sources and development of pedagogical content knowledge. In: J. Gess-

Newsome, & N. G. Lederman (Eds.), Examining pedagogical content knowledge: the construct and its implications for science education, pp. 95-132. Dordrecht: Kluwer Academics. 1999.

Marcelo, C. La investigación sobre el conocimiento de los profesores y el proceso de aprender a enseñar. En: Perafán G.A. & Adúriz-Bravo, A. Pensamiento y conocimiento de los profesores: debates y perspectivas internacionales. 2a Ed; pp. 47-61. Bogotá: Editorial Nomos. 2005.

Mertens, D. M. Research and evaluation in education and psychology: integrating diversity with quantitative, qualitative, and mixed methods. London: Sage Publications. 2015.

Mortimer, E. F; & Quadros, A. L. Multimodalidade no Ensino Superior Ijuí: Ed. Unijuí. 2018.

Mortimer, E. F; & Scott, P. Atividade discursiva nas salas de aula de ciências: uma ferramenta sociocultural para analisar e planejar o ensino. Investigações em Ensino de Ciências, 7(3), 1-24. 2002.

Park, S; & Oliver, S. Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261-284. 2008. <https://doi.org/10.1007/s11165-007-9049-6>.

Park, S; Jang, J.-Y; Chen, Y. C; & Jung, J. Is pedagogical content knowledge (PCK) necessary for reformed science teaching? Evidence from an empirical study. Research in Science Education, 41, 245-260. 10.1007/s11165-009-9163-8. 2011.

Rollnick, M; Bennett, J; Rhemtula, M; Dharsey, N; & Ndlovu, T. The place of subject matter knowledge in pedagogical content knowledge: A case study of South African teachers teaching amount of substance and chemical equilibrium. International Journal of Science Education, 30(10), 1365-1387. 2008. <https://doi.org/10.1080/09500690802187025>.

Shulman, L. S. Knowledge and teaching: foundations of a new reform. Harvard Educational Review, 57(1), 1-23. 1987. <https://doi.org/10.17763/haer.57.1.j463w79r56455411>.

Van Driel, J. H; & Berry, A. Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26-28. 2012. <https://doi.org/10.3102/0013189X11431010>.

Van Driel, J. H; De Jong, O; & Verloop, N.The development of preservice chemistry teachers’ pedagogical content knowledge. Science Education, 86(4), 572-590. 2002. <https://doi.org/10.1002/sce.10010>.

Downloads

Publicado

2021-07-26

Edição

Seção

RELATOS DE PESQUISAS / RESEARCH REPORTS