Axiology and the process of the initial education of biology teachers

Abstract

This article presents an axiological analysis of the information provided by graduate students in the last year of Biological Science Course, concerning their educational process into becoming a teacher. Using theoretical assumptions made by 3x3 matrix, which deal with epistemic, personal and social relations between teacher and knowledge, teacher and teaching, teacher and learning, we sought to attest, through a social perspective, how an axiological study might contribute to the understanding of the following relations: teacher – content, teacher – teaching, teacher – (students’) learning. Articulately, foci of teachers’ learning process (FDA) were used in order to establish criteria in the data analysis. Through contributions from discursive textual analysis, it was possible to detect axiological elements, which suggest the relevance of biology content in the choice of teaching as a career, as well as problems in teachers’ educational process such as the prioritization of teaching dimensions over the learning process of these graduates’ future students. The absence of axiological signs in the learning process showed that this type of management requires alterations on the teachers’ formation process.