A pesquisa como perspectiva de formação continuada do professor de química
The education of a chemistry teacher is not being seen as a specific preparation for the exercise of a professional activity, which differs from the professional activity of a chemist or a chemistry researcher. This happens because in the academic field, mainly in the exact and natural sciences, the idea that knowing a determined subject is enough to be able to teach it, is tacitly accepted. This is, actually, the first condition to be able to be a university professor. There is another necessary condition for competent teaching: to have specific professional knowledege of teaching. I defend that this knowledge can be constitued in the interaction with other professionals in the form of research. Thus, as a chemist constitutes himself through the research in the interaction with other chemists, the teacher develops himself in this professional field in the interaction with other teachers and the permanent attitude of researching.
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| Format: | Digital revista |
| Language: | Portuguese |
| Published: |
Sociedade Brasileira de Química
1999
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| Online Access: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40421999000200023 |
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