Reflection as a Training Category: From Dilemmas to Potentialities of the Continuing Education Process for Science and Biology Teachers
In this article, we bring to discussion critical reflection as a training category in a context of continuing education for Science and Biology teachers. To this end, we used the oral narratives, in the form of monads, of a group of teachers from the basic teaching network in the area of Natural Sci...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Docentes de Ciencias Biológicas de la Argentina
2022
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/36377 |
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I10-R313-article-363772023-02-15T14:44:52Z Reflection as a Training Category: From Dilemmas to Potentialities of the Continuing Education Process for Science and Biology Teachers A reflexão como categoria formativa: dos dilemas às potencialidades do processo de formação continuada de professores de ciências e biologia Piotrowski, Solange Maria da Costa Güllich, Roque Ismael Reflective formation Action Research Collaborative formation Formative dialogues Formação reflexiva Investigação-Ação Formação colaborativa Diálogos formativos In this article, we bring to discussion critical reflection as a training category in a context of continuing education for Science and Biology teachers. To this end, we used the oral narratives, in the form of monads, of a group of teachers from the basic teaching network in the area of Natural Sciences and their Technologies. From the thematic content analysis, we present and discuss two approaches that stood out in the teachers' narratives: dilemmas in the training of teachers in Science and Biology and potentialities of continuing education processes. We deepened teachers' understanding of Research-Training-Action in Science as a space and time for self-training and transformation of teaching actions, with critical reflection as a condition for the constitution and professional development of teachers. Neste artigo trazemos para a discussão a reflexão como categoria formativa em um contexto de formação continuada de professores de Ciências e Biologia. Para tal, utilizamos as narrativas orais, em formato de mônadas, de um grupo de professoras da rede básica de ensino da área de Ciências da Natureza e suas Tecnologias. A partir da análise temática do conteúdo, apresentamos e discutimos dois enfoques que se sobressaíram nas narrativas das professoras: dilemas da formação docente em Ciências e Biologia; potencialidades dos processos de formação continuada. Aprofundamos os entendimentos das professoras sobre a Investigação-Formação-Ação em Ciências como espaço e tempo de autoformação e de transformação das ações docentes, tendo a reflexão crítica como condicionante da constituição e do desenvolvimento profissional docente. Asociación de Docentes de Ciencias Biológicas de la Argentina 2022-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evluado por pares application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/36377 10.59524/2344-9225.v25.n2.36377 ark:/s23449225/rvuhpkytk Journal of Biology Education; Vol. 25 No. 2 (2022): Revista de Educación en Biología; 58-71 Revista de Educación en Biología; Vol. 25 Núm. 2 (2022): Revista de Educación en Biología; 58-71 2344-9225 0329-5192 10.59524/2344.9225.v25.n2 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/36377/38356 https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/36377/40375 Derechos de autor 2022 Solange Maria Piotrowski, Roque Ismael da Costa Güllich https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-313 |
| container_title_str |
Revista de Educación en Biología |
| language |
Español |
| format |
Artículo revista |
| topic |
Reflective formation Action Research Collaborative formation Formative dialogues Formação reflexiva Investigação-Ação Formação colaborativa Diálogos formativos |
| spellingShingle |
Reflective formation Action Research Collaborative formation Formative dialogues Formação reflexiva Investigação-Ação Formação colaborativa Diálogos formativos Piotrowski, Solange Maria da Costa Güllich, Roque Ismael Reflection as a Training Category: From Dilemmas to Potentialities of the Continuing Education Process for Science and Biology Teachers |
| topic_facet |
Reflective formation Action Research Collaborative formation Formative dialogues Formação reflexiva Investigação-Ação Formação colaborativa Diálogos formativos |
| author |
Piotrowski, Solange Maria da Costa Güllich, Roque Ismael |
| author_facet |
Piotrowski, Solange Maria da Costa Güllich, Roque Ismael |
| author_sort |
Piotrowski, Solange Maria |
| title |
Reflection as a Training Category: From Dilemmas to Potentialities of the Continuing Education Process for Science and Biology Teachers |
| title_short |
Reflection as a Training Category: From Dilemmas to Potentialities of the Continuing Education Process for Science and Biology Teachers |
| title_full |
Reflection as a Training Category: From Dilemmas to Potentialities of the Continuing Education Process for Science and Biology Teachers |
| title_fullStr |
Reflection as a Training Category: From Dilemmas to Potentialities of the Continuing Education Process for Science and Biology Teachers |
| title_full_unstemmed |
Reflection as a Training Category: From Dilemmas to Potentialities of the Continuing Education Process for Science and Biology Teachers |
| title_sort |
reflection as a training category: from dilemmas to potentialities of the continuing education process for science and biology teachers |
| description |
In this article, we bring to discussion critical reflection as a training category in a context of continuing education for Science and Biology teachers. To this end, we used the oral narratives, in the form of monads, of a group of teachers from the basic teaching network in the area of Natural Sciences and their Technologies. From the thematic content analysis, we present and discuss two approaches that stood out in the teachers' narratives: dilemmas in the training of teachers in Science and Biology and potentialities of continuing education processes. We deepened teachers' understanding of Research-Training-Action in Science as a space and time for self-training and transformation of teaching actions, with critical reflection as a condition for the constitution and professional development of teachers. |
| publisher |
Asociación de Docentes de Ciencias Biológicas de la Argentina |
| publishDate |
2022 |
| url |
https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/36377 |
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