Analysis of the manifestation of professional teacher knowledge in the context of Modeling-based Science Education
DOI:
https://doi.org/10.1590/S1678-4634202551281935Keywords:
Teacher educators, Teaching professional knowledge, Modeling-based Science Education, Refined Consensus ModelAbstract
In the contexts of initial and continuing teacher education, there seems to be a consensus among researchers and science teachers on the need to discuss more contemporary teaching approaches, especially those involving scientific-epistemic practices and processes. Although the field of teacher education has made progress in this regard, there are few studies on aspects of science teacher educators’ teaching practice. This study aims at identifying and characterizing professional teaching knowledge mobilized by an educator when teaching about the Modeling-based Science Education perspective to pre-service Chemistry teachers. To this end, we followed all the meetings of a workshop on the subject led by the educator. Data to support the analysis of the teaching was gathered from video recordings, interviews, field notes and artifacts that she produced. For the analysis, we selected data produced in three distinct situations of her practice: planning teaching, conducting modeling activities, and reflecting on the use of this perspective in science teaching. Some of the main results reveal a dynamic and varied manifestation of her knowledge about models and modeling that characterized interesting teaching strategies that were coherent with the instructional context. This allowed us to discuss the relationship between the manifestation of such knowledge and how she taught aspects of Modeling-based Science Education, as well as strategic aspects of teaching practice relevant in contexts of science teacher education.
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