Abstract
This study analyzed the scientific production on early chemistry teacher training as disclosed by Brazilian specialized science teaching journals during the period from 2012 to 2016. It is a descriptive, exploratory ascertainment from a mixed approach. From 927 articles consulted, 40 were selected. Besides the quantitative outlook of the published articles, the analysis considered the following aspects: author characterization (gender, geographic distribution, and institutional affiliation), subject/thematic, objective, methodology, individuals involved, and theoretical reference. The results revealed that the majority of articles are signed by 2 or 3 authors. The number of authors totalled 100, the majority are female, concentrated more around the Southeastern and Southern regions of the country, and the main institutional affiliation is from the University of São Paulo (USP). It was also found that the recurring subjects were teacher discourse, problem-solving methodology, guided reflection, and reading competences. The predominant approach for researching was qualitative and the most widely used data collection instrument was the questionnaire. As to the theoretical references, authors Roseli Schnetzler, Otávio Maldaner and Maurice Tardif stand out. The ascertainment allowed learning about research that have already been carried out on the subject and thus project future research with the intent of broadening knowledge of the area.
Highlights
56 Acta ScientiaeDos 927 artigos consultados, 40 deles foram selecionados
One of the core subject areas in the discussions about the educational process is teacher training
Teacher training is becoming a highly relevant research area, insofar as it is the teacher who will implement in the classroom the advances that are consolidated in research teaching and learning
Summary
Dos 927 artigos consultados, 40 deles foram selecionados. Além do panorama quantitativo dos artigos publicados, a análise considerou os seguintes aspectos: caracterização dos autores (gênero, distribuição geográfica, filiação institucional), assunto/temática, objetivo, metodologia, sujeitos envolvidos e referencial teórico. Os resultados revelam que a maioria dos artigos é assinada por 2 ou 3 autores. Totalizaram 110 autores, sendo a maioria mulheres, concentrados mais nas regiões sudeste e sul do país. A maior filiação institucional é da Universidade de São Paulo (USP). Verificou-se ainda que os assuntos recorrentes foram: discurso docente, metodologia de resolução de problemas, reflexão orientada e competências leitoras. A abordagem predominante nas pesquisas foi a qualitativa, e o instrumento para coletar dados mais utilizado foi o questionário. Quanto aos referenciais teóricos utilizados, merecem destaque os autores Roseli Schnetzler, Otávio Maldaner e Maurice Tardif.
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