Potentialities of reflective microteaching in the pre-service education of Chemistry teachers
DOI:
https://doi.org/10.35699/2237-5864.2021.34412Keywords:
Graduation, Learning opportunities, Reflective practiceAbstract
Microteaching is a procedure for teacher education that promotes a simulation of teaching practice in a learning situation. In undergraduate courses, it is usually characterized by the filming of a class taught by a student to their respective colleagues and a teacher trainer, with subsequent analysis of the footage by the participants. Considering microteaching as a means of practicing teaching with a view to pre-service teacher education based on the epistemology of practice, we established the following objectives for this study: I) To examine the potential of a reflective microteaching experience for the pre-service education of Chemistry teachers; and II) To identify learning opportunities promoted from this reflective microteaching experience. The analytical procedures were performed according to Bardin’s Content Analysis (2011) and data collection took place through a reflective questionnaire. The results indicate the promotion of different learning opportunities, such as: comparison; understanding; criticism; identification; observation; organization; perception; proposition; recognition; and reflection on different aspects of teaching practice.
Downloads
References
ABEDNIA, Arman; HOVASSAPIAN, Addeh; TEIMOURNEZHAD, Shohre; GHANBARI, Nazanin. Reflective journal writing: Explaining in-service EFL teachers’ perceptions. System, v. 41, n. 3, p. 503-514, 2013. Disponível em: http://dx.doi.org/10.1016/j.system.2013.05.003. Acesso em: 4 jun. 2021.
ALGER, C. Christianna. What went well, what didn’t go so well: Growth of reflection in pre-service teachers. Reflective Practice, v. 7, n. 3, p. 287-301, 2006. Disponível em: https://doi.org/10.1080/14623940600837327. Acesso em: 4 jun. 2021.
ARRIGO, Viviane. Estudo sobre as reflexões dos estudantes em Química nas atividades de microensino: implicações para a formação inicial docente. 2015. Dissertação (Mestrado em Ensino de Ciências e Educação Matemática) – Universidade Estadual de Londrina, Londrina, 2015. Disponível em: http://www.uel.br/pos/mecem/arquivos_pdf/Dissert.%20Versao%20final%20(Viviane%20Arrigo).pdf. Acesso em: 4 jun. 2021.
ARRIGO, Viviane; LORENCINI JÚNIOR, Álvaro; BROIETTI, Fabiele Cristiane Dias. A autoscopia bifásica integrada ao microensino: uma estratégia de intervenção reflexiva na formação de professores de química. Investigações em Ensino de Ciências, v. 22, n. 1, p. 1-22, 2017. Disponível em: http://dx.doi.org/10.22600/1518-8795.ienci2017v22n1p01. Acesso em: 4 jun. 2021.
BARDIN, Laurence. Análise de conteúdo. São Paulo: Edições 70, 2011.
BROIETTI, Fabiele Cristiane Dias; STANZANI, Enio de Lorena. Os estágios e a formação inicial de professores: experiências e reflexões no curso de licenciatura em química da UEL. Química Nova na Escola, São Paulo, v. 38, n. 3, p. 306-317, 2016.
CARVALHO, Wilson; STANZANI, Enio de Lorena; PASSOS, Marinez Meneghello; LORENCINI JÚNIOR, Álvaro. Ações de um licenciando em química em situação de microensino seguida de autoscopia. Revista Prática Docente, v. 5, n. 3, p. 1841-1864, 2020.
CHIBIAQUE, Francieli Martins; RITTER, Jaqueline. Compreensões da prática de gravação em vídeo de microensino na formação de professores de Química. Educação Química en Punto de Vista, v. 5, n. 1, p. 134-153, 2021. Disponível em: https://revistas.unila.edu.br/eqpv/article/view/2613. Acesso em: 4 ago. 2021.
COCHRAN-SMITH, Marilyn; LYTLE, Susan Landy (ed.). Inside/outside: Teacher research and knowledge. New York; London: Teachers College Press, 1993.
COSTA, Sandro Lucas Reis; BORTOLOCI, Naiara Briega; BROIETTI, Fabiele Cristiane Dias; VIEIRA, Rui Marques; TENREIRO-VIEIRA, Celina. Pensamento Crítico no Ensino de Ciências e Educação Matemática: Uma Revisão Bibliográfica Sistemática. Investigações em Ensino de Ciências, v. 26, n. 1, p. 145-168, 2021. Disponível em: http://dx.doi.org/10.22600/1518-8795.ienci2021v26n1p145. Acesso em: 4 ago. 2021.
COSTA, Sandro Lucas Reis; BROIETTI, Fabiele Cristiane Dias; PASSOS, Marinez Meneghello. The Levels and Nature of Pre-Service Chemistry Teachers' Reflections in a Public University in Southern Brazil. Problems of Education in the 21st Century, v. 78, n. 2, p. 147-166, 2020. Disponível em: https://doi.org/10.33225/pec/20.78.147. Acesso em: 4 jun. 2021.
DAY, Christopher. Professional development and reflective practice: Purposes, processes and partnerships. Pedagogy, Culture and Society, v. 7, n. 2, p. 221-233. 1999. Disponível em: https://doi.org/10.1080/14681366.1999.11090864. Acesso em: 4 jun. 2021.
DEWEY, John. How we think. Chelmsford: Courier Corporation, 1997.
DONNELLY, Roisin; FITZMAURICE, Marian. Towards productive reflective practice in microteaching. Innovations in Education and Teaching International, v. 48, n. 3, p. 335-346, 2011.
GROSSMAN, P. Studying teacher education, the report of the AERA panel on research and teacher education: Research on pedagogical approaches in teacher education. Mahwah, NJ: Lawrence Erlbaum Associates, 2009. Disponível em: https://www.tandfonline.com/doi/abs/10.1080/14703297.2011.593709. Acesso em: 4 jun. 2021.
HILA, Cláudia Valéria Doná. O microensino como instrumento de formação do professor de língua portuguesa. Acta Scientiarum. Human and Social Sciences, v. 31, n. 1, p. 33-41, 2009. Disponível em: https://periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/1821. Acesso em: 4 jun. 2021.
KARLSTRÖM, Matti; HAMZA, Karim. Preservice science teachers’ opportunities for learning through reflection when planning a microteaching unit. Journal of Science Teacher Education, v. 30, n. 1, p. 44-62, 2019. Disponível em: https://doi.org/10.1080/1046560X.2018.1531345. Acesso em: 4 jun. 2021.
KLEPKA, Verônica; CORAZZA, Maria Julia. Autoscopia de uma professora em formação continuada para a aprendizagem da filogenia. Amazônia: Revista de Educação em Ciências e Matemáticas, v. 14, n. 32, p. 130-144, 2018. Disponível em: https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/6186. Acesso em: 4 jun. 2021.
KOURIEOS, Stella. Video-mediated microteaching – A stimulus for reflection and teacher growth. Australian Journal of Teacher Education, v. 41, n. 1, p. 65-80, 2016. Disponível em: http://dx.doi.org/10.14221/ajte.2016v41n1.4. Acesso em: 4 jun. 2021.
KUTER, Sıtkıye; GAZI, Zehra Altınay; AKSAL, Fahriye Altınay. Examination of Co-construction of Knowledge in Videotaped simulated Instruction. Educational Technology & Society, v. 15, n. 1, p. 174-184, 2012. Disponível em: https://www.jstor.org/stable/pdf/jeductechsoci.15.1.174.pdf. Acesso em: 4 jun. 2021.
LOUGHRAN, John. Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. Oxon, UK: Routledge, 2006.
MERGLER, Amanda; TANGEN, Donna. Using microteaching to enhance teacher efficacy in pre‐service teachers. Teaching Education, v. 21, n. 2, p. 199-210, 2010. Disponível em: https://doi.org/10.1080/10476210902998466. Acesso em: 4 jun. 2021.
MUIR, Tracey; BESWICK, Kim. Stimulating reflection on practice: Using the supportive classroom reflection process. Mathematics Teacher Education and Development, v. 8, p. 74-93, 2007. Disponível em: https://files.eric.ed.gov/fulltext/EJ836495.pdf. Acesso em: 4 jun. 2021.
OLIVEIRA, Tânia Modesto Veludo. Contribuições do microensino para a formação docente em administração: reflexões sobre a vivência de professores um ano após o treinamento. In: ASSOCIAÇÃO NACIONAL DE PÓS-GRADUAÇÃO E PESQUISA EM ADMINISTRAÇÃO – EnANPAD, 37., Rio de Janeiro, 2013. Anais… Rio de Janeiro: ANPAD, 2013.
RICHARDS, Jack C.; FARRELL, Thomas SC. Practice teaching: A reflective approach. Cambridge: Cambridge University Press, 2011.
SILVA, Arlete Mendes da; ATAÍDES, Marcos Augusto Marques. O uso de mini-aulas como ferramenta no processo de formação do aluno-professor. In: ENCONTRO DE DIDÁTICA E PRÁTICA DE ENSINO – EDIPE, 3., Goiânia, 2009. Anais… Goiânia: EDIPE, 2009. p. 1-6.
ZEICHNER, Ken; LIU, Katrina Yan. A critical analysis of reflection as a goal for teacher education. In: ZEICHNER, Ken; LIU, Katrina Yan. Handbook of reflection and reflective inquiry. Boston, MA: Springer, 2010. p. 67-84. Disponível em: https://link.springer.com/chapter/10.1007%2F978-0-387-85744-2_4. Acesso em: 4 jun. 2021.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Sandro Lucas Reis Costa, Fabiele Cristiane Dias Broietti
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in this journal retain the copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License which allows the sharing of work with acknowledgment of authorship and initial publication in this journal.
Authors are authorized to take additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (e.g. publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
Open access policy:
Revista Docência do Ensino Superior is an Open Access journal, which means that all content is available free of charge, at no cost to the user or their institution. Users may read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other legal purpose, without seeking prior permission from the publisher or author, provided they respect the license to use the Creative Commons used by the journal. This definition of open access is in line with the Budapest Open Access Initiative (BOAI).
