Biological sciences students’ conceptions on teachin practice and on teaching research: a case study at the São Paulo University

Abstract

The initial teacher formation has been very much discussed, and the reflexive practice is a point quite emphasized. In this way, the present paper aims to inquire the undergraduate biology student’s view about teaching practice and, using teaching as inquiry, also understand if and in which way teaching practice can be attached with research in education. To reach these objectives, the students answered an open questions questionnaire at the beginning and the end of the course. The results revealed that there was a small shift in opinion on what would be a good lesson and on evaluating the effectiveness of a teaching strategy. The biggest difference found in the post-course questionnaire was related to research in education, which has been known for its methods and goals, raising some ideas on students, as the possibility of being a teacher and researcher of it own practice. The research realized during the course led to recognition of the role of the research on teaching by the students and allowed it to know the role and practice of a teacher. Moreover, it can be concluded that the discipline has brought a reflection on the practice of teaching to the classroom, allowing students to a more critical view on this issue.