The relationship between discourse and pedagogical practice in pre -service teacher preparation

Authors

  • Maria Helena Santos Silva Universidade de Trás-os-Montes e Alto-Douro, Portugal
  • Maria da Conceição Duarte Universidade do Minho, Portugal

Keywords:

science teachers, pre-service praparation, discourse and pedagogical practice.

Abstract

The objective of this paper is to compare the results of the implementation, with a group of Biology and Geology teacher trainas, of a reflective teacher education model with those obtained through the application of “traditional” teacher education models to two other groups. The results focus on both the nature of the discours used by the teacher trainees and their supervisors, and the teaching and learning activities developed during supervised lessons. The results indicate that there is an isomorfism on both the types of discours and the types of teaching and learning activities used by the teacher trainees and their supervisors. This conclusion emphasises the importante of supervisors education by the teacher education institutions.

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Published

2016-11-16

How to Cite

Silva, M. H. S., & Duarte, M. da C. (2016). The relationship between discourse and pedagogical practice in pre -service teacher preparation. Investigations in Science Education, 7(3), 231–243. Retrieved from https://ienci.if.ufrgs.br/index.php/ienci/article/view/574

Issue

Vol. 7 No. 3 (2002): December of 2002

Section

Artigos

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