Perspectivas na formação de professores da área de Ensino de Ciências: uma revisão bibliográfica

Abstract

The present study addresses the theme of teacher education in the area of Science Teaching. The research aims to identify which themes have been contemplated, in recent years, in articles published in journals in the area of Science Teaching, about teacher training. The analyzed period comprises from January 2016 to January 2023. To this end, we considered a priori categories, already pointed out in the literature by André et al (1999) which were later used by Silva and Queiroz (2017), namely: Initial Training; Continuing Education; Teacher Identity and Professionalization and Pedagogical Practice. The research adopted a qualitative approach and used a bibliographic review as a method of analysis and data collection. Sixty-one articles published in three Science Education journals were collected with the theme of teacher training, and 15 articles related to the training of chemistry teachers were selected for analysis. The categories covered in the articles were: initial training (9:15), identity and teacher professionalization, (5:15); continuing education (4:15) and pedagogical practices (2:15), and the nine works that contemplated initial training were submitted for more qualitative analysis. And of these, it was possible to indicate that research on topics involving the curriculum and Training Programs, modalities of offer, characteristics of the graduate and supervised curricular internships prevail. In general, for the context of chemistry teacher education, we identified the need to expand research on pedagogical practices, continuing education, and teacher identity and professionalization. And we indicate as potential the research that accompanies the curricula and the different formative experiences in the initial teacher training.