The writing practice in the initial formation of Chemistry teachers
DOI:
https://doi.org/10.35699/2237-5864.2019.2482Keywords:
Chemistry language, Insertion in research, Teachers formation, Writing practiceAbstract
The present paper verses about the writing practice in the initial formation of Chemistry teachers, in special about the meaning given by the students of Chemistry degree to the writing practices during their formation. Taking as contribution the cultural history referential, the language is understood as a constructive subject and as mediator in Chemistry classes. With the application of a guided questionnaire we were able to indicate the functions attributed by the students to the writing practice in their formation. The results were obtained through discursive textual analysis, and the categories indicate that future teachers comprehend three forms of writing: as a way of appropriation of the chemical language, as a constitutive tool for the teacher's formation and as a way of practicing research. These results reinforce the importance of such practice in the context of teacher education.
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