Autoria docente: um esquema de análise no ensino de ciências

Abstract

This work presents an analysis scheme for teaching authorship in science teaching. The concept of teaching authorship has been characterized in order to deepen the relationship that the teacher, in contexts of continuous formation, establishes with his own professional teacher development. The elaboration of the scheme had as a starting point testimonials of teachers, participants of courses of Professional Masters in Teaching of Sciences and Mathematics, extracted from works published in Brazilian periodicals. The scheme encompasses a set of indicators that account for both cognitive and subjective factors that influence teacher professional development: dedication - null, passive and active; responsibility - null, eventual and systematic; innovation - null, technical, reflective and creative. To explore the scheme of analysis, we have interpreted empirical data on the participation of a teacher in a Professional Master's Degree in Physics Teaching. The data set was obtained by means of a semistructured interview and for the process of presentation and analysis of the data we opted for a narrative analysis. As a conclusion, it was possible to observe that the scheme developed to characterize the teaching author has as a perspective to highlight the fact that the teacher can be original and creative also when considering, in specific, the knowledge that can be related to the diverse activities of the practice pedagogical. In addition, the scheme can be an effective instrument, either for the teacher to evaluate himself or to provide evidence about the potential contribution of the activities proposed by the training context.