Narrative research wheels in the training of chemistry teachers
DOI:
https://doi.org/10.24310/mgnmar.v1i3.9499Keywords:
Narrative Research, Training Wheels, Teacher in ChemistryAbstract
This article seeks to understand the role of the narrative experience in the construction of the professional identity of the Chemistry teacher. It also proposes narrative research as a way to build knowledge in Natural Sciences. To do this, a study with a phenomenological-hermeneutical approach is presented, which allowed us to trace a methodological path and, therefore, interpret the narratives. It is understood that the experiences documented in narrative form improve the collaborative processes of conversation, reading, writing and rewriting in the training of teachers. Therefore, the constructed interpretations lead us to understand the narrated experience and to argue that narrative writing provides a way of thinking and talking about teacher training in Chemistry. In this sense, the importance of Narrative Research Wheels in the training of Chemistry teachers is discussed as a possibility to build knowledge, share experiences and, thus, favor the learning and appropriation of narrative language in Chemistry.
Downloads
Metrics
Publication Facts
Reviewer profiles N/A
Author statements
Indexed in
-
—
- Editor & editorial board
- profiles
- Academic society
- N/A
- Publisher
- Universidad de Málaga
To learn about these publication facts, click 
PF is maintained by the Public Knowledge Project
References
Bicudo, M.A. (2011) A pesquisa qualitativa olhada para além dos seus procedimentos. In: Bicudo, M.A. (org.) Pesquisa qualitativa segundo a visão fenomenológica. São Paulo: Cortez.
Clandinin, J.; Connelly, M. (2011) Pesquisa Narrativa: experiência e história de pesquisa qualitativa. Tradução: Grupo de Pesquisa Narrativa e Educação de Professores ILEEL/UFU. Uberlândia: EDUFU.
Contreras, J. (2013). Investigar la experiencia educativa. Barcelona: Morata.
Contreras, J. (2014) Prólogo. In: Skliar, C.; Larrosa, J. Experiencia y alteridad en educación. Rosario: Homo Sapiens Ediciones.
Dutra, E. (2002) A narrativa como uma técnica de pesquisa fenomenológica. Estudos de Psicologia, 7(2), 371-378. Disponible: http://www.scielo.br/pdf/epsic/v7n2/a18v07n2.pdf
Dorneles, A. (2016). Rodas de Investigação Narrativa na Formação de Professores de Química: pontos bordados na partilha de experiências. Tese de doutorado. Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde, Universidade Federal do Rio Grande, Rio Grande. Disponible: https://sistemas.furg.br/sistemas/sab/arquivos/bdtd/0000011204.pdf
Gadamer, H.G. (1999) Verdade e método: traços fundamentais de uma hermenêutica filosófica. Tradução e Revisão: Meurer, F.; Giachini, E. Petrópolis, RJ: Vozes.
Geraldi, J. (2010). A aula como acontecimento. São Carlos: Pedro e João Editores.
Larrosa, J. (2002) Notas sobre a experiência e o saber da experiência. Revista Brasileira de Educação, jan-abr, n.19, 20-28.
Larrosa, J. (2011) Experiência e Alteridade em Educação. Revista Reflexão e Ação, Santa Cruz do Sul, v.19, n.2, 04-27.
Rosa, M.I. (2011) Narrativas e mônadas: potencialidades para uma outra compreensão de currículo. Currículo sem Fronteiras, v.11, n.1, 198-217. Disponible: http://www.curriculosemfronteiras.org/vol11iss1articles/rosa-ramos-correa-junior.pdf
Suárez, D.H. (2011) Indagación pedagógica del mundo escolar y formación docente. In: Revista del iice, n. 30., 17-32.
Wells, G. (2001) Indagación dialógica: hacia una teoría y una práctica socioculturales de la educación. Barcelona: Paidós.
Downloads
Published
How to Cite
Issue
Section
License
The editorial team of Márgenes supports an open Access policy of scientific knowledge. apostamos claramente por una política de acceso abierto del conocimiento científico (see Berlin Declaration).
Authors with work published in this journal accept the following conditions:
- This journal provides immediate free access to its content under the principle of making research freely available to the public. All contents published in Márgenes are subject to the Creative Commons Reconocimiento-SinObraDerivada 4.0 Internacional
It is the responsibility of the authors to obtain the necessary permissions of the images that are subject to copyright.
Authors whose contributions are accepted for publication in this journal will retain the non-exclusive right to use their contributions for academic, research and educational purposes, including self-archiving or deposit in open-access repositories of any kind.
The electronic edition of this magazine is edited by the Editorial of the University of Malaga (UmaEditorial), being necessary to cite the origin in any partial or total reproduction.
- Authors can enter into other additional independent contractual agreements for the non-exclusive distribution of the version of the article published in this journal (e.g. including it in an institutional repository or publishing it in a book) on the condition that they clearly indicate that the work was originally published in this journal.
- Authors are allowed and recommended to publish their work on the Internet (for example on institutional and personal websites), before and after the publication, as this could lead to constructive exchanges and a more extensive and quick circulation of published works (see The Effect of Open Access).
