Abstract
We present here results of a study of longitudinal character, which sought to follow a group of future physics teachers of a State University in São Paulo, in Brazil, from the beginning until the conclusion of the teacher training course. The main objective was to understand how the research outcomes have been introduced or interfering in the education of these future teachers. In order to do that, we analyzed the possible variations in their imaginaries of aspects related to a possible ‘good teacher’ and the ‘evaluation of learning’. Data collection was carried out through questionnaires that were administered annually. The data were treated through Discourse Analysis, originated by Pêcheux and developed in Brazil by Orlandi and other researchers. Among the results obtained, we have noted the strength and impact that the course and its pedagogical project have on the students, and that the conditions of discourse production were fundamental for the change in their imaginaries regarding those themes.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
