Academic production on chemistry teacher education in Brazil: thematic focus in dissertations and theses defended from 2001 to 2010

Authors

  • Osmair Benedito da Silva Universidade Federal de São Carlos
  • Salete Linhares Queiroz Universidade de São Paulo - São Carlos

DOI:

https://doi.org/10.5007/1982-5153.2017v10n1p271

Abstract

The aim of this study was to contribute to the ongoing debate on chemistry teacher education in Brazil and pose questions concerning existing and future research conducted on this subject. A total of 104 master dissertations and 33 doctoral theses on this topic defended in Graduate Programs in Chemistry, Education, and in Science and Mathematics Education, between 2001 and 2010, were analyzed. The most recurrent research themes were initial teacher education (56.2%) and continuing teacher education (24.1%). At lesser proportion, there were found studies on teacher identity and professionalization (9.5%) and teaching pedagogical practice (3.6%). With respect to initial teacher education, the most recurring topics involved licensure programs, whereas with regard to continuing education, the ones related to teachers’ conceptions were favored.

Author Biographies

Osmair Benedito da Silva, Universidade Federal de São Carlos

É licenciado em Ciências Exatas pela Universidade de São Paulo, mestre em Ciências pela mesma Instituição e doutor em Ciências pela Universidade Federal de São Carlos. Atua como Assessor Pedagógico de Escola na Prefeitura Municipal de São Carlos e como Professor de Educação Básica II na Secretaria de Estado da Educação de São Paulo.

Salete Linhares Queiroz, Universidade de São Paulo - São Carlos

Possui graduação em Química Industrial pela Universidade Federal do Ceará, mestrado em Química pela Universidade Federal de São Carlos, doutorado em Química pela Universidade Estadual Paulista Júlio de Mesquita Filho e pós-doutorado em Educação pela Universidade Estadual de Campinas e pela Pennsylvania State University. É editora da revista Química Nova na Escola, bolsista de produtividade em pesquisa do CNPq e professora livre-docente do Instituto de Química de São Carlos, Universidade de São Paulo. No Instituto, coordena o Grupo de Pesquisa em Ensino de Química (GPEQSC), no qual foram formados, até o momento, dezoito mestres e dez doutores.

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Published

2017-05-30

Issue

Vol. 10 No. 1 (2017)

Section

Articles

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