ARTICULATION OF THE PERSONAL PCK AND THE PCK IN ACTION OF A PRE-SERVICE TEACHER IN A CHEMISTRY TEACHING CONTEXT INVOLVING ARGUMENTATION
Articulação do PCK pessoal e do PCK em ação de uma professora em formação inicial em contexto de ensino de Química envolvendo argumentação
DOI:
https://doi.org/10.1590/Palavras-chave:
pPCK, ePCK, Professor em formação inicial, RCM, ArgumentaçãoResumo
Investigamos a articulação do PCK pessoal (pPCK) e em ação (ePCK) de uma professora em formação inicial ao planejar e conduzir pela primeira vez uma sequência de ensino de envolvendo argumentação. Analisamos dados de reuniões de planejamento, planejamento, aulas síncronas, questionários e entrevista. Por meio de uma análise de conteúdo qualitativa, utilizando o Modelo Consensual Refinado como lente teórica, identificamos a articulação entre pPCK-ePCK, e a ação dos filtros e amplificadores, relacionados à argumentação. Concluímos que o pPCK da PFI tinha um caráter teórico-prático e a experiência docente favoreceu a ampliação de seu pPCK; e, suas crenças e atitudes sobre argumentação amplificaram e filtraram suas ações nas aulas, ePCK, influenciando as articulações entre pPCK-ePCK. Como implicações apontamos as experiências reais de ensino para o desenvolvimento do pPCK e ePCK, e o uso de filtros e amplificadores para investigar as relações entre conhecimentos de argumentação e o PCK do professor.
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