The Discursive Didactic Procedures as exemplary practical knowledge of a Physics teacher trainer
DOI:
https://doi.org/10.5007/2175-7941.2014v31n2p289Abstract
From discussions regarding the professionalization of education and the teachers’ professional knowledge, in this paper we present our discursive approach to investigate the practical knowledge of an experienced physics teacher trainer. The analyses focus on his practical knowledge that we have called “Discursive Didactic Procedures” (DDP). The DDP are the means by which the teachers’ pursue their didactic goals and manage the discourse within their classrooms. The objectivity of such practical knowledge is assured by its argumentative character evinced by discourse analysis. We consider that the analysis and mapping of these procedures can inform other teachers’ practices, thus contributing for transformation of ideas and practices. We conclude reinforcing the need to compose and increase a repertory about the teachers’ procedures that encompass the diversity of science and physics classes in teacher education.
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