SUPERVISIONED AND INVESTIGATIVE TRAINING IN PHYSICS: a validation environment of the dialogue as teachers´s knowledge.

Abstract

Investigative supervised practice provides to the coming physics teacher an opportunity for him to engage in the research process about teaching and his own practice, besides the application of educational interventions in the classroom. Understanding the supervised practice as an area of knowledge production (PIMENTA e LIMA, 2010), this study therefore aims to analyze the formation and validation of teachers´s knowledge elements related to the use of dialogue and experimental activities such as the physics teaching strategy. This analysis was conducted during the probationary process of two students who were in the last year of Physics in a Brazilian Public University. This qualitative study based on the knowledge of the pedagogical action proposed by Gauthier et al. (1998), also sought for elements of generalization of this knowledge on the part of the students while socializing their experiences with other coming teachers. For the analysis of the results, it was used their reports on weekly-supervised meetings, portfolio made by the students themselves, final presentation of the studies and a final interview with these coming teachers. The results led to elements that relate the investigative stage to the validation of the coming teacher´s knowledge, making it a continuous training process. This analysis is part of a larger work on teacher learning in the investigative stage.