Desenvolvimento profissional de professores: prática evolucionária, reforma curricular e mudança cultural

Solomon, Joan

doi:10.1590/0104-4060.185

Resumo

O artigo trata da discussão sobre a profissionalização dos professores a partir das experiências e discussões produzidas principalmente na Inglaterra e nos Estados Unidos. O artigo sustenta que os professores constituem o patrimônio cultural mais importante na educação de um país, e o principal patrimônio destes não é o domínio de conteúdos específicos ou pedagógicos per se, mas sim o seu status social, tanto aos olhos da comunidade como aos seus próprios olhos.

DOSSIÊ - EDUCAÇÃO EM CIÊNCIAS

Desenvolvimento profissional de professores: prática evolucionária, reforma curricular e mudança cultural

Joan Solomon

Ph.D., Center for Science Education, Open University, Reino Unido

RESUMO

O artigo trata da discussão sobre a profissionalização dos professores a partir das experiências e discussões produzidas principalmente na Inglaterra e nos Estados Unidos. O artigo sustenta que os professores constituem o patrimônio cultural mais importante na educação de um país, e o principal patrimônio destes não é o domínio de conteúdos específicos ou pedagógicos per se, mas sim o seu status social, tanto aos olhos da comunidade como aos seus próprios olhos.

Texto completo disponível apenas em PDF.

Full text available only in PDF format.

1 Também conhecido pela sigla CTS (nota da tradutora).

APPLETON, K. Student teachers' confidence to teach science: is more science knowledge necessary to improve self-confidence? International Journal of Science Education v. 17, n. 3, p. 357-369, 1995.
CAMPBELL, D. Blind variation and selective retention in creative thought as in other knowledge processes. Psychological Review v. 67, n. 6, p. 380-400, 1960.
______. Variation and Selective Retention in Socio-cultural Evolution. In: (Ed. Barrington, H., Blankston, G. & Mack, R.) Social Change in Developing Areas. Cambridge Mass. Schenkman. p. 21-49, 1965.
DENNETT, D. True Believers: the Intentional Strategy and why it works. In: (Ed Heath, A. F.)Scientific Explanation Oxford. Clarendon Press. p. 53-75, 1981.
DOUGLAS, M. How Institutions Think. London. Routledge Kegan Paul, 1987.
DUSCHL, R. Restructuring Science Education New York: Teachers College Press, 1990.
ELLIOT, J. A model for professionalism and its implications for Teacher Education. British Journal of Educational Research, v. 17, n. 4, p. 309-318, 1991.
FLECK, L. The Genesis and Development of a scientific fact Trans. 1979 Chicago: University of Chicago Press, 1935.
GIROUX, H. Pedagogy and the Politics of Hope: Theory, Culture and Schooling. Oxford. Westview, 1997.
HANDAL, and LAUVAS. Promoting Reflective Teaching; Supervision in Action, (SRHE and Open University Press.), 1987.
HARLAND, J. and KINDER, K. Mathematics and Science Courses for Primary Teachers: lessons for the future. (Slough. NFER.), 1997.
KUHN, D. Education for Thinking Teachers' College Record. v. 87, n. 4, 1986.
KYLE, W. C. What became of the curriculum development projects of the 1960? In: D. HOLDZCOM, and P.B. LUTZ (Eds) Research within reach: Science Education. (Charlston, Appalacia Educational Laboratory.), 1984.
LEVACIC, R. Competing for Resources: the impact of social disadvantage and other factors on English secondary schools' financial performance. Oxford Review of Education, v. 24, n. 3, p. 303-328, 1996.
PARKE, H. and COBLE, C. Teachers Designing Curriculum as Professional Development: A model for Transformational Science Teaching. Journal of Research in Science Teaching, v. 34, n. 8, p. 773-790, 1997.
POPPER, K. Objective Knowledge (Oxford, Clarendon Press.), 1972.
RADFORD, D. Transferring Theory into Practice: a model for Professional Development for Science Education Reform. Journal of Research in Science Teaching, v. 35, n. 1, p. 73-88, 1998.
ROBERTS, D. Theory, Curriculum development and the unique events of practice. In: (Ed. MUNBY, ORPWOOD and RUSSELL) Seeing Curriculum in a new Light (Toronto, OISE Press.), 1998.
SCHON, D. The Reflective Practitioner. How professionals think in action. (London, Temple Smith.) SKILBECK, M. (1975) The School and Cultural Development. In (ed. GOLBY, M., GREENWALD, J. and WEST, R. Curriculum Design Milton Keynes. Open University Press, p. 7-19, 1983.
SOLOMON, J. Signs of change in the Science Class. New Scientist. Feb 5th, 1987.
______. Science and Society Studies in the Curriculum. School Science Review. v. 82, p. 213-220, 1980.
VESILIND, E. and JONES, M. Gardens or Graveyards: Science Educational. Reform and School Culture. Journal of Research in Science Teaaching,v. 35, n.7, p. 757-775, 1998.
WAUGH, R. and GODFREY, J. Teacher receptivity to System-wide Change in the Implementation Stage. British Educational Research Journal, v. 19, n. 5, p. 565-578, 1993.
ZIMAN, J. Reliable Knowledge. Cambridge: Cambridge University Press, 1978.
______. Teaching and Learning about Science and Society Cambridge: Cambridge University Press, 1980.

Datas de Publicação

Publicação nesta coleção
06 Mar 2015
Data do Fascículo
Dez 1998

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

[1] APPLETON, K. Student teachers' confidence to teach science: is more science knowledge necessary to improve self-confidence? International Journal of Science Education v. 17, n. 3, p. 357-369, 1995.

[2] CAMPBELL, D. Blind variation and selective retention in creative thought as in other knowledge processes. Psychological Review v. 67, n. 6, p. 380-400, 1960.

[3] ______. Variation and Selective Retention in Socio-cultural Evolution. In: (Ed. Barrington, H., Blankston, G. & Mack, R.) Social Change in Developing Areas. Cambridge Mass. Schenkman. p. 21-49, 1965.

[4] DENNETT, D. True Believers: the Intentional Strategy and why it works. In: (Ed Heath, A. F.)Scientific Explanation Oxford. Clarendon Press. p. 53-75, 1981.

[5] DOUGLAS, M. How Institutions Think. London. Routledge Kegan Paul, 1987.

[6] DUSCHL, R. Restructuring Science Education New York: Teachers College Press, 1990.

[7] ELLIOT, J. A model for professionalism and its implications for Teacher Education. British Journal of Educational Research, v. 17, n. 4, p. 309-318, 1991.

[8] FLECK, L. The Genesis and Development of a scientific fact Trans. 1979 Chicago: University of Chicago Press, 1935.

[9] GIROUX, H. Pedagogy and the Politics of Hope: Theory, Culture and Schooling. Oxford. Westview, 1997.

[10] HANDAL, and LAUVAS. Promoting Reflective Teaching; Supervision in Action, (SRHE and Open University Press.), 1987.

[11] HARLAND, J. and KINDER, K. Mathematics and Science Courses for Primary Teachers: lessons for the future. (Slough. NFER.), 1997.

[12] KUHN, D. Education for Thinking Teachers' College Record. v. 87, n. 4, 1986.

[13] KYLE, W. C. What became of the curriculum development projects of the 1960? In: D. HOLDZCOM, and P.B. LUTZ (Eds) Research within reach: Science Education. (Charlston, Appalacia Educational Laboratory.), 1984.

[14] LEVACIC, R. Competing for Resources: the impact of social disadvantage and other factors on English secondary schools' financial performance. Oxford Review of Education, v. 24, n. 3, p. 303-328, 1996.

[15] PARKE, H. and COBLE, C. Teachers Designing Curriculum as Professional Development: A model for Transformational Science Teaching. Journal of Research in Science Teaching, v. 34, n. 8, p. 773-790, 1997.

[16] POPPER, K. Objective Knowledge (Oxford, Clarendon Press.), 1972.

[17] RADFORD, D. Transferring Theory into Practice: a model for Professional Development for Science Education Reform. Journal of Research in Science Teaching, v. 35, n. 1, p. 73-88, 1998.

[18] ROBERTS, D. Theory, Curriculum development and the unique events of practice. In: (Ed. MUNBY, ORPWOOD and RUSSELL) Seeing Curriculum in a new Light (Toronto, OISE Press.), 1998.

[19] SCHON, D. The Reflective Practitioner. How professionals think in action. (London, Temple Smith.) SKILBECK, M. (1975) The School and Cultural Development. In (ed. GOLBY, M., GREENWALD, J. and WEST, R. Curriculum Design Milton Keynes. Open University Press, p. 7-19, 1983.

[20] SOLOMON, J. Signs of change in the Science Class. New Scientist. Feb 5th, 1987.

[21] ______. Science and Society Studies in the Curriculum. School Science Review. v. 82, p. 213-220, 1980.

[22] VESILIND, E. and JONES, M. Gardens or Graveyards: Science Educational. Reform and School Culture. Journal of Research in Science Teaaching,v. 35, n.7, p. 757-775, 1998.

[23] WAUGH, R. and GODFREY, J. Teacher receptivity to System-wide Change in the Implementation Stage. British Educational Research Journal, v. 19, n. 5, p. 565-578, 1993.

[24] ZIMAN, J. Reliable Knowledge. Cambridge: Cambridge University Press, 1978.

[25] ______. Teaching and Learning about Science and Society Cambridge: Cambridge University Press, 1980.

Brasil

Brasil

Desenvolvimento profissional de professores: prática evolucionária, reforma curricular e mudança cultural

Resumo

Datas de Publicação