O conceito de professor reflexivo: uma análise sobre as concepções de professores de ciências

Abstract

In teacher training experiences guide the construction of teaching knowledge needed in the profession. But just practice without reflection is not enough to promote an attitude of reflective teacher, with the assumptions of reflective practice (SCHON, 1992; NÓVOA, 1992; FREIRE, 1996; PEPPER, 2002; Perrenoud, 2002; ALARCÃO, 2003; Zeichner, 2008). The research is qualitative in nature and aims to investigate the conceptions of working teachers about the concept "reflective teacher" in order to understand their perspectives on this topic and by means of specific goals: to analyze what participants teachers, understand about reflective teaching and believe they get that reflective practice; identify the experiences of teachers if there is criticism and reflection, and at what time they reflect more and contribute to the actions of future teachers, and ultimately encourage a more reflective and training activities in Teaching. The actors of the research were teachers from Maringá who teach the disciplines of science and biology. Data were collected through semi structured questionnaires, and subsequently subjected to content analysis of Bardin (1977). Observed in the speech of these teachers, who identifies himself claim to improve themselves and to look for improvements in this practice constantly. So in that sense I believe that the work provided us identify the initial training of the actors of the research presented and outlined failures is not very reflective, still observed in all discourses that teachers do not seek to practice this teaching model already passed the theory, however they still find it difficult (time, low wages).