Abstract
There is a noticeable, widely accepted movement in the field of science teaching, which suggests that continuing education should focus on the needs and goals of the teachers. To this end, a viable path is adopting a metacognitive perspective to enable deeper reflections, the construction of meaning, reevaluations and redirections. Given this panorama, this paper aims to present a discussion about the metacognitive knowledge teachers may hold on the subject of research-based teaching, and what metacognitive experiences they may bring up in order to further develop (more) investigative activities in class. Assuming this thesis and relying on action research mechanisms, a training course for practicing teachers was held between August and December 2019, supported with the participation of six Chemistry teachers working in public and full-time schools in the state of Sergipe, Brazil. Based on the audio recording of the first phase of the course, our results point out that these teachers have adequate metacognitive knowledge on research-based teaching, and how to foster more autonomy for students to elaborate their own arguments, propose solutions, make decisions and solve different problems. The discussions conducted throughout the course allowed an expansion of this knowledge, by means of proposals grounded on various types of metacognitive experiences. Therefore, it is understood that taking a metacognitive approach for continuing education, as well as for initial training, leads to certain possibilities: firstly, the chance to properly identify the well-established metacognitive knowledge held by teacher; and then, to reflect on it, with a view to planning new metacognitive experiences that will be built upon this knowledge, expanding and improving it.
Highlights
It is worth mentioning how the relevant literature highlights the influence of past teachers, even before the initial training, considering that, in addition to providing various formative experiences and educational scenarios (KENSKI, 1997), elements of these memories are evoked by aspiring professionals in order to seek the comfort required to engage with a classroom (GONÇALVES et al, 2008)
The purpose of this work is to present a discussion about the extent of the metacognitive knowledge (MK) that teachers may hold on researchbased teaching, and what metacognitive experiences (ME) may be conceived by them to develop investigative teaching activities
In order to encourage the reflection dialogues in the first stage of the course, aiming to promote the recognition of the teachers’ pedagogical-didactic praxis, the researcher started with the following scenario: RESEARCHER: Our reflection dialogues start like this: What words do you think define/explain research-based teaching? That is, what comes to your mind, considering your prior knowledge, your teaching practice, what do you think defines or explains research-based teaching?
Summary
Establishing a professional path is a long, continuous, multi-stage process. One of these stages is known as initial training, which includes the acquisition of knowledge, be it in higher education, associate studies, or technical and vocational programs, in addition to all knowledge/techniques passed on from generation to generation. Another stage, usually set after the initial training, is based on practice, so a professional may be shaped by their experiences in the field. It is worth mentioning how the relevant literature highlights the influence of past teachers, even before the initial training, considering that, in addition to providing various formative experiences and educational scenarios (KENSKI, 1997), elements of these memories are evoked by aspiring professionals in order to seek the comfort required to engage with a classroom (GONÇALVES et al, 2008)
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