ABSTRACT
Positioning ourselves in agreement with the so-called critical teacher training models, we aimed to analyze how the development of a pedagogical work on the operation of medical imaging devices and examinations worked in relation to the representations of future Physics teachers, when it comes to on the teacher’s and teaching content’s roles. Based on notions of Discourse Analysis initiated by Michel Pêcheux, we analyzed information collected through written questionnaires and audio recording of the lessons. At the beginning of this developed pedagogical work, we obtained indications that, among the meanings that constituted the representations of the future teachers about their future professions and the role that they must play as teachers, were meanings that pointed to the centrality of the Physics content. At the end of the study, we obtained indications that the future teachers incorporated and/or consolidated in their representations meanings that point to the relevance of the social role of the teacher as trainer of students for their performance in society and as problematizing agent of naturalized meanings, valuing relations between teaching content and social issues. In this sense, the approach of a theme that has a greater relation with socio-political and ethical issues seems to have facilitated the teachers’ training, in agreement with the so-called critical teacher training models.
Keywords:
Teacher’s role; Teaching content role; Teacher training models; Initial teacher training; Representations.