Concepções sobre o ensino, a aprendizagem e as práticas pedagógicas: análise multigrupo de futuros professores de Química e Física
DOI:
https://doi.org/10.22458/ie.v28i45.6289Palavras-chave:
ensino, aprendizagem, química, física, professoresResumo
As concepções sobre ensino e aprendizagem, assim como as práticas pedagógicas, costumam ser caracterizadas como centradas no aluno ou centradas no professor. Este estudo investiga a relação entre as concepções de professores em formação sobre ensino e aprendizagem e suas práticas pedagógicas, analisando se essa relação difere entre programas de formação de professores de ciências. Os dados foram coletados com professores de Química e Física em formação, matriculados no último ano do curso e com estágio docente concluído. Utilizou-se um modelo de equações estruturais multigrupo para avaliar a invariância da relação entre os dois grupos. O estudo adotou instrumentos de pesquisa previamente identificados na literatura. Os resultados indicaram diferenças entre os grupos; contudo, essas diferenças não foram estatisticamente significativas. As conclusões ressaltam a importância de considerar as concepções dos professores em formação sobre ensino e aprendizagem nos programas de formação docente, a fim de promover práticas pedagógicas eficazes e adequadas às necessidades dos diferentes contextos educacionais.
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