Teaching in the professional Exact Sciences Masters’ Degree program: conceptions and knowledge of teachers in training

Authors

DOI:

https://doi.org/10.21713/2358-2332.2016.v13.1245

Keywords:

Professional Masters’ Degree. Teachers' Education. Learning.

Abstract

This research aimed at investigating conceptions, cultures, epistemologies, personal and professional practices and knowledges that favor the learning of teachers in training or provide obstacles to this learning. Eight alumni of the Exact Sciences Teaching Masters’ Degree program participated in the research. Data were collected by means of semi-structured interviews that were recorded, transcribed, reviewed and corroborated by the interviewees. The survey adopts a qualitative case study approach, and information was treated according to the rules of textual discourse analysis. We observed the importance of the participatory and positive environment experienced by students during their learning process in the Masters’ Degree program, which significantly favored the improvement of the teaching practice. We point out the importance given to the group, to the exchange of experiences, and to the relationship among students and among students and professors, as well as to the interdisciplinary work.

Author Biographies

Rogério José Schuck, UNIVATES

Doutor em Filosofia; Professor Titular junto ao Centro de Ciências Humanas e Sociais da Univates, e do Programa de Pós-graduação - Mestrado em Ensino de Ciências Exatas e Mestrado em Ensino. É líder do Grupo de pesquisa Iniciação à Pesquisa e Ensino – Diretório de pesquisa do CNPQ. E-mail: rogerios@univates.br .

Silvana Neumann Martins, Centro Universitário UNIVATES

Graduação em Letras - Licenciatura Plena - Habilitação em Português e Literaturas pela Faculdade de Educação Ciências e Letras do Alto Taquari; Especialização em Ensino de Literatura; Especialização em Gestão Universitária; Mestrado em Educação pela Pontifícia Universidade Católica do Rio Grande do Sul e Doutorado em Educação PUC-RS (2010); Docente junto ao PPGECE e PPGE na UNIVATES/BRA. 

Miriam Inês Marchi, Centro Universitário UNIVATES

Graduação em Química Industrial pela Universidade de Santa Cruz do Sul; Mestrado em Química pela Universidade Federal de Santa Maria; Doutorado em Química pela Universidade Federal de Santa Maria. Docente junto ao PPGECE e PPGE na UNIVATES/BRA. 

Marlise Heemann Grassi, Centro Universitário UNIVATES

Graduação em Pedagogia - Licenciatura Plena pela Universidade de Caxias do Sul; Mestrado em Educação pela Pontifícia Universidade Católica do Rio Grande do Sul; Doutorado em Educação pela Pontifícia Universidade Católica do Rio Grande do Sul; Docente aposentada. Atuou junto à UNIVATES/BRA.

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Published

2017-02-17

How to Cite

SCHUCK, R. J.; MARTINS, S. N.; MARCHI, M. I.; GRASSI, M. H. Teaching in the professional Exact Sciences Masters’ Degree program: conceptions and knowledge of teachers in training. Brazilian Journal of Graduate Studies, Brasília, DF, v. 13, n. 31, 2017. DOI: 10.21713/2358-2332.2016.v13.1245. Disponível em: https://rbpg.capes.gov.br/rbpg/article/view/1245. Acesso em: 23 aug. 2026.

Issue

Vol. 13 No. 31 (2016)

Section

Studies

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