Desenvolvimento das práticas de mediação dos professores em contexto de ensino de Ciências Físicas: o papel de ferramentas de ajuda
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2018-05-14
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Este trabalho tem como foco o desenvolvimento profissional heterodirigido de professores, no que diz respeito ao melhoramento das suas práticas de ensino, com vista à promoção de práticas epistémicas dos seus alunos (PE), em contexto de aulas de Ciências Físicas. Usamos para este fim um instrumento inovador de recolha e organização de dados das práticas de ensino em sala de aula denominado narração multimodal (NM), bem como ferramentas de ajuda para a mediação do professor, com vista a dar resposta às seguintes questões de investigação: 1) Que características das práticas de ensino de professores são promotoras de práticas epistémicas nos alunos? 2) Que alterações ocorreram nas práticas de ensino destes professores? A que se devem estas alterações? 3) Em que condições a melhoria das práticas de ensino dos professores é consistente? Participaram no estudo três professores e respetivos alunos, durante 3 anos letivos, em Escolas E.B.2,3, algumas também com ensino Secundário. O trabalho, composto com três estudos de caso, decorreu em 3 fases distintas mas que se complementam: a 1ª e 3ª fase são consideradas de fases avaliativas; a 2ª fase é de intervenção direta com a participação do investigador no sentido de dirigir o desenvolvimento profissional dos professores envolvidos. As duas primeiras fases correspondem a um ciclo completo de investigação-ação. Os três estudos de caso são sobre três professores de CFQ, e respetivos alunos, que lecionavam 3º Ciclo e Secundário (Professores A, B e C). As práticas de ensino do professor C serviram-nos de referência, por ser uma pessoa com experiência em investigação e membro de um projeto de investigação comum, o qual teria, à partida, práticas de ensino com características diferentes das dos professores A e B. Os contributos deste estudo são: 1) Há traços da mediação que apresentam efeitos diferentes relativamente à promoção de práticas epistémicas nos alunos. Traços que inibem as PE: transformar o trabalho solicitado em sucessivos pedidos de exemplos não explorados pelo professor; não se centrar num número manejável de situações físicas e dispersar-se na abordagem de várias; encaminhar os alunos apenas para os aspetos mecânicos das tarefas, curto-circuitando a própria tarefa bem como o trabalho em curso dos alunos. Traços que promovem PE: modo como o professor encaminha o trabalho solicitado na sala de aula e o medeia concretizando-se em vários traços; um certo modo de usar os mediadores. 2) O desenvolvimento profissional dos professores ocorre pela mudança dos padrões das práticas de ensino. Em particular, a mudança de determinados traços da mediação permitiu que as práticas de ensino dos professores evoluíssem no sentido de promoverem mais e melhores PE. A mudança verificada nas práticas dos professores foi suportada num processo de reflexão assente nas Narrações Multimodais e ferramentas de ajuda, onde a interação com o investigador foi determinante. 3) O desenvolvimento profissional é consistente ao longo do tempo, ainda que se tenha verificado uma atenuação dos efeitos de uma intervenção externa para o desenvolvimento profissional quando ela cessa e quando há mudança de nível de ensino. O recurso às ferramentas de ajuda e o acesso às NM é determinante para a consistência da melhoria das práticas de ensino dos professores. Além dos contributos mencionados, fornecemos um conjunto diversificado de NM sem observação direta para um acervo público de Narrações Multimodais, que constitui em si mesmo um enorme valor para os professores e a comunidade académica. Este estudo permite sugerir que é possível fazer outros estudos semelhantes, relativos a outros aspetos do ensino e da aprendizagem de Ciências Físicas em sala de aula, ajudando os professores a refletirem nas suas práticas de ensino diárias e levando-os a sentirem necessidade de as melhorar no sentido de se enriquecerem profissionalmente. Seria pertinente que mais estudos semelhantes se desenvolvessem, envolvendo um maior número de professores e níveis de ensino, para dar continuação a este modelo de desenvolvimento profissional.
This work focuses on the hetero-directed professional development of teachers, regarding the improvement of their teaching practices, with a view to promoting their students' epistemic practices (Eps), in the context of Physics Science lessons. To this end, we have used an innovative tool for collecting and organizing data from classroom teaching practices called multimodal narration (MN), as well as aiding tools to help teacher mediation in order to answer the following research questions: 1) What characteristics of teachers` teaching practices are promoters of epistemic practices in students? 2) What changes occurred in these teachers` teaching practices? What are the reasons for these changes? 3) Under what conditions is the improvement of teachers' teaching practices consistent? This work consisted of three case studies and was carried out by three teachers and their students for a period of three years corresponding to three distinct yet complementary phases. Phase 1 and phase 3 are considered evaluation phases. Phase 2 corresponds to a direct intervention with the researcher`s participation. The researcher` participation had the intention to direct the professional development of the teachers involved. Phases 1 and phase 2 correspond to a complete action-research cycle. The three case studies are about three teachers of physics science and their corresponding students. Teachers who taught in E.B. 2,3 schools some of them with secondary level classes (students from 7th to 11th grade). Teacher C`s teaching practices served as a reference not only because he was a member of a common research project but also because he was the only teacher with research experience. The contribution of this study are: 1) There are mediation traits that have different effect on the promotion of epistemic practices in students. Traits that inhibit EPs: to transform the required work into successive requested examples which are not explored by the teacher; not to focus on a manageable number of physics situations dispersing instead in the approach of several situations; to refer students only to the mechanical aspects of the tasks, to short circuiting the task itself as well as the students` ongoing work. Traits that promote EPs: the way how the teacher directs the requested work in the classroom and how he mediates this work materializing it in several other traits equally promoters of EPs; to use the mediators in a certain way. 2) The professional development of teachers occurs when we change the patterns of teaching practices. The change of certain features of mediation in particular, allowed the evolution of the teaching practices in order to promote more and better PE. The change observed in teachers' practices was supported by a process of reflection based on Multimodal Narrations and aiding tools, where the interaction with the researcher played a determinant role. 3) Professional development is consistent over time. Nevertheless when the external intervention ceases or when there is a different level of teaching this consistency weakens. The use of the aiding tools and the access to MN is determinant to the consistency of the improvement of the teachers` teaching practices. In addition to the above mentioned contributions, we provide a diverse set of MN with no direct observation which are part of a collection of Multimodal Narrations which we made public. This is in itself of enormous value for teachers and the academic community. This study suggests that it is possible to do other similar studies related to other aspects of teaching and learning physics science in the classroom. It helps teachers to reflect on their daily teaching practices and makes them feel the need for improvement. This need of constant improvement is what makes them professionally enriched. In order to continue this model of professional development it would be pertinent the development of more similar studies, involving a greater number of teachers and different levels of education
This work focuses on the hetero-directed professional development of teachers, regarding the improvement of their teaching practices, with a view to promoting their students' epistemic practices (Eps), in the context of Physics Science lessons. To this end, we have used an innovative tool for collecting and organizing data from classroom teaching practices called multimodal narration (MN), as well as aiding tools to help teacher mediation in order to answer the following research questions: 1) What characteristics of teachers` teaching practices are promoters of epistemic practices in students? 2) What changes occurred in these teachers` teaching practices? What are the reasons for these changes? 3) Under what conditions is the improvement of teachers' teaching practices consistent? This work consisted of three case studies and was carried out by three teachers and their students for a period of three years corresponding to three distinct yet complementary phases. Phase 1 and phase 3 are considered evaluation phases. Phase 2 corresponds to a direct intervention with the researcher`s participation. The researcher` participation had the intention to direct the professional development of the teachers involved. Phases 1 and phase 2 correspond to a complete action-research cycle. The three case studies are about three teachers of physics science and their corresponding students. Teachers who taught in E.B. 2,3 schools some of them with secondary level classes (students from 7th to 11th grade). Teacher C`s teaching practices served as a reference not only because he was a member of a common research project but also because he was the only teacher with research experience. The contribution of this study are: 1) There are mediation traits that have different effect on the promotion of epistemic practices in students. Traits that inhibit EPs: to transform the required work into successive requested examples which are not explored by the teacher; not to focus on a manageable number of physics situations dispersing instead in the approach of several situations; to refer students only to the mechanical aspects of the tasks, to short circuiting the task itself as well as the students` ongoing work. Traits that promote EPs: the way how the teacher directs the requested work in the classroom and how he mediates this work materializing it in several other traits equally promoters of EPs; to use the mediators in a certain way. 2) The professional development of teachers occurs when we change the patterns of teaching practices. The change of certain features of mediation in particular, allowed the evolution of the teaching practices in order to promote more and better PE. The change observed in teachers' practices was supported by a process of reflection based on Multimodal Narrations and aiding tools, where the interaction with the researcher played a determinant role. 3) Professional development is consistent over time. Nevertheless when the external intervention ceases or when there is a different level of teaching this consistency weakens. The use of the aiding tools and the access to MN is determinant to the consistency of the improvement of the teachers` teaching practices. In addition to the above mentioned contributions, we provide a diverse set of MN with no direct observation which are part of a collection of Multimodal Narrations which we made public. This is in itself of enormous value for teachers and the academic community. This study suggests that it is possible to do other similar studies related to other aspects of teaching and learning physics science in the classroom. It helps teachers to reflect on their daily teaching practices and makes them feel the need for improvement. This need of constant improvement is what makes them professionally enriched. In order to continue this model of professional development it would be pertinent the development of more similar studies, involving a greater number of teachers and different levels of education
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mediação de professores , práticas de ensino de professores , práticas epistémicas dos alunos, , narração multimodal , ferramentas de ajuda , desenvolvimento profissional