Práticas integradas de educação formal e não-formal de ciências nos cursos de formação inicial de professores
Type
bookPart
Creator
Publisher
Identifier
RODRIGUES, Ana V. [et al.] (2015) - Práticas integradas de educação formal e não-formal de ciências nos cursos de formação inicial de professores. In Ministério da Educação e Ciência - Experiências de inovação didática no ensino superior. Lisboa : Portugal. Secretaria de Estado do Ensino Superior. ISBN 978-972-729-087-1. p. 129-148.
978-972-729-087-1
Title
Práticas integradas de educação formal e não-formal de ciências nos cursos de formação inicial de professores
Subject
Educação em ciências
Educação formal e não formal
Ensino superior
Formação de professores
Science education
Formal and non-formal education
Higher education
Teaching training
Educação formal e não formal
Ensino superior
Formação de professores
Science education
Formal and non-formal education
Higher education
Teaching training
Relation
Fundação para a Ciência e a Tecnologia: FCT
Date
2015-11-20T09:05:03Z
2015-11-20T09:05:03Z
2015-09
2015-11-20T09:05:03Z
2015-09
Description
O estudo que se apresenta teve como principal finalidade identificar, caracterizar e partilhar, a nível de Instituições de Ensino Superior (lES), ações desenvolvidas nos cursos de formação de profissionais de educação, que potenciassem a promoção de competências de planificação, implementação e avaliação de práticas integradas de educação formal e não-formal em ciências (PIEC).
O estudo contemplou todas as lES públicas portuguesas que ofereciam cursos de formação de professores com componente de ciências: 25 lES e 75 cursos. Como técnica de recolha de dados optou-se pelo inquérito por entrevista, dirigida aos coordenadores/diretores de curso (C/D). O retorno foi de 72%. Os dados foram analisados com recurso à técnica de análise de conteúdo através de um sistema categorial misto.
Os C/D consideraram as PIEC muito importantes e afirmaram que os estudantes também lhe reconheciam importância para a sua formação, considerando contribuírem para o desenvolvimento dos seus conhecimentos, capacidades, atitudes e valores. Apesar disso, 11% dos inquiridos admite não se desenvolver PIEC em qualquer das Unidades Curriculares (UC) dos cursos dos quais são responsáveis. Em relação aos outros cursos, são identificadas as UC onde essas práticas predominam, assim como estratégias/atividades desenvolvidas. Relativamente à perceção dos C/D sobre a preparação dos estudantes para desenvolver
PIEC, nas suas futuras práticas profissionais, 65% afirma ser insuficiente.
Abstract: The present study had as main purpose to identify, characterize and share, at the leveI of higher education institutions (HEI), actions developed in training courses for education professionals that promote planning, implementation and evaluation of integrated practices of formal and non-formal science education (IPSE). The study included all Portuguese public HEI that offer teacher training courses with science component: 25 HEI and 75 courses. For data collection an interview survey, directed to the course coordinators / directors (C / D) was used. The response was 72%. Data were analyzed through content analysis using a mixed categorical system. The C / D considered the IPSE very important and said that students also recognized its importance to their training, considering its contribution to the development of their knowledge, skills, attitudes and values. Nevertheless, 11% of respondents admitted not to develop IPSE in any of the curricular units of the courses for which they are responsible. For the other courses, the curricular units where such practices predominate were identified, as well as the strategies / activities developed. Regarding the perception of the C / D on the preparation of students to develop IPSE in their future professional practice, 65% claimed to be insufficient.
Abstract: The present study had as main purpose to identify, characterize and share, at the leveI of higher education institutions (HEI), actions developed in training courses for education professionals that promote planning, implementation and evaluation of integrated practices of formal and non-formal science education (IPSE). The study included all Portuguese public HEI that offer teacher training courses with science component: 25 HEI and 75 courses. For data collection an interview survey, directed to the course coordinators / directors (C / D) was used. The response was 72%. Data were analyzed through content analysis using a mixed categorical system. The C / D considered the IPSE very important and said that students also recognized its importance to their training, considering its contribution to the development of their knowledge, skills, attitudes and values. Nevertheless, 11% of respondents admitted not to develop IPSE in any of the curricular units of the courses for which they are responsible. For the other courses, the curricular units where such practices predominate were identified, as well as the strategies / activities developed. Regarding the perception of the C / D on the preparation of students to develop IPSE in their future professional practice, 65% claimed to be insufficient.
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openAccess
http://creativecommons.org/licenses/by-nc/4.0/
http://creativecommons.org/licenses/by-nc/4.0/
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por
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