The autoscopy process as a source of reflection for educational action in science classes

Registro completo de metadados
MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.creatorCodato, Marcos Vinícius Ferreira-
Autor(es): dc.creatorGomes, Paulo César-
Data de aceite: dc.date.accessioned2025-08-21T21:03:55Z-
Data de disponibilização: dc.date.available2025-08-21T21:03:55Z-
Data de envio: dc.date.issued2023-07-29-
Data de envio: dc.date.issued2023-07-29-
Data de envio: dc.date.issued2022-08-01-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.22600/1518-8795.ienci2022v27n2p133-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/246390-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/246390-
Descrição: dc.descriptionThis article aims to investigate the process of self-reflection and the development of the autonomy of one biological science graduate teacher, who worked in different classes of Elementary School in the State of Paraná, based on the proposal of the Reflexive Teacher of Schön (1987) to study Dewey's work (1979a; 1979b; 1976) and contemporary works such as Carvalho e Passos (2014), Sadalla e Larocca (2004), Rosa-Silva (2008) and Pissolato e Lorencini Júnior (2021), among others. Through video recording at different stages of the data collection proposal considered here, that is, conducting semi-structured interviews, uninterrupted recording of classes before and after the intervention, interviews in front of the video and 'in loco' observation and; considering the three-phase autoscopy proposal proposed by Rosa-Silva (2008), we developed a personalized proposal that allowed the self-reflection and development of teaching autonomy provided by the self-analysis of science classes. With this study, it was possible to show that the proposal of triphasic autoscopy is an important tool for teacher education and that the participating teacher, by experiencing the reflexive process and its steps in a (more) conscious way, were able to restructure their classes and, as a subject of their own profession, better understand their own educational action in science.-
Descrição: dc.descriptionUniversidade Estadual do Paraná (Unespar), Campus Paranavaí, Avenida Gabriel Experidião, S/N.º, PR-
Descrição: dc.descriptionUniversidade Estadual Paulista “Júlio de Mesquita Filho” (Unesp) Instituto de Biociências Departamento CHNA, Campus Botucatu, Rua Prof. Dr. Antônio C. W. Zanin, 250, Distrito Rubião Júnior, SP-
Descrição: dc.descriptionUniversidade Estadual do Paraná (Unespar), Campus Paranavaí, Avenida Gabriel Experidião, S/N.º, PR-
Descrição: dc.descriptionUniversidade Estadual Paulista “Júlio de Mesquita Filho” (Unesp) Instituto de Biociências Departamento CHNA, Campus Botucatu, Rua Prof. Dr. Antônio C. W. Zanin, 250, Distrito Rubião Júnior, SP-
Formato: dc.format133-157-
Idioma: dc.languagept_BR-
Relação: dc.relationInvestigacoes em Ensino de Ciencias-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectin-service teacher education-
Palavras-chave: dc.subjectreflective teacher-
Palavras-chave: dc.subjectself-reflection-
Palavras-chave: dc.subjecttriphasic autoscopy-
Título: dc.titleThe autoscopy process as a source of reflection for educational action in science classes-
Título: dc.titleO PROCESSO DE AUTOSCOPIA COMO FONTE DE REFLEXÃO PARA A AÇÃO EDUCATIVA EM AULAS DE CIÊNCIAS-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

Não existem arquivos associados a este item.