Formação de professores (de ciências) na Inglaterra: racionalidade técnica e despolitização da educação científica
DOI:
https://doi.org/10.5007/2175-7941.2025.106722Palavras-chave:
Formação de Professores, Trabalho Docente, Ensino de Ciências, Políticas Públicas, InglaterraResumo
In this editorial, I will outline a brief overview of educational reforms and policies related to teacher education and work in England, paying special attention paid to how they have been shaping science teachers’ education and work in country through a technical-rational and apolitical perspective for the past decades. Of particular concern to me as a science educator working at both Initial Teacher Education and Continuous Professional Development levels in England is that increasingly complex and intertwined socio-scientific and social justice issues have become the norm across the world in the past decades, showcasing the growing complexity of the relationships between scientific knowledge and practices, socio-political challenges and injustices. However, as I will endeavour to show across this editorial, science teacher-related policies in England seems to remain rooted in a technical-rational perspective, often portraying science and science teachers’ work – including science teacher education – through a naïve positivist lens as neutral, objective, and disconnected from power, culture and socio-political structures and practices.
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