Conocimiento profesional docente en la enseñanza de la química

Perspectivas en los trabajos de ESERA (2009-2021)

Autores/as

DOI:

https://doi.org/10.34024/prometeica.2025.32.18983

Palabras clave:

conocimiento profesional docente, formación de profesores, enseñanza de la química

Resumen

El principal objetivo de este estudio es analizar en los anales de las Conferencias ESERA (Asociación Europea para la Investigación en Educación Científica) entre los años 2009 y 2021 qué se ha investigado sobre la enseñanza del conocimiento profesional y cómo se ha conceptualizado este tema en los trabajos del área. de la enseñanza de la Química en ejes relacionados con la formación docente. Para ello, el análisis de los textos se basó en los supuestos de la investigación documental en enfoques cualitativos. Los resultados indican que el conocimiento profesional docente en estos trabajos en el área de la enseñanza de la Química ha estado sustentado principalmente en los aportes de Lee Shulman y colaboradores en cuanto al concepto de conocimiento pedagógico del contenido (PCK), además, hubo ausencia de Dimensiones éticas y morales de la enseñanza del conocimiento.

Métricas

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Biografía del autor/a

  • Thiago Antunes-Souza, Universidade Federal de São Paulo

    Graduado em Química-Licenciatura pela Universidade Metodista de Piracicaba (UNIMEP) e Doutor em Educação pela mesma instituição. É Professor Adjunto da Universidade Federal de São Paulo (UNIFESP), atuando no curso de Licenciatura em Ciências do campus Diadema. É Professor Colaborador da Faculdade de Educação da Universidade Estadual de Campinas (UNICAMP) e orientador do Programa de Pós-Graduação Multiunidades em Ensino de Ciências e Matemática (PECIM/UNICAMP). Está representante regional (Sudeste) da Sociedade Brasileira de Ensino de Química (SBEnQ) e Jovem Pesquisador da Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP). Dedica-se ao campo de pesquisa e estudos da Educação Química, com interesse em estudos sobre formação de professores, desenvolvimento profissional docente e cognição e linguagem na abordagem histórico-cultural.

  • Júlia Falsirolli Horie, Universidade Federal de São Paulo

    Graduanda em Licenciatura em Ciências pela Universidade Federal de São Paulo (UNIFESP), campus Diadema.

  • Luciane Fernandes Goes, Universidade Federal de São Carlos

    Bacharel e Licenciada em Química pela Universidade de São Paulo (USP), Mestra e Doutora em Ensino de Ciências (Ensino de Química) pela mesma instituição. É Professora Adjunta da Universidade Federal de São Carlos (UFSCar), atuando no curso de Licenciatura em Química do campus São Carlos

Referencias

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Publicado

2025-03-01

Número

Vol. 32 (2025): Prometeica - v 32 (03/2025 - 12/2025)

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Derechos de autor 2025 Thiago Antunes-Souza, Júlia Falsirolli Horie, Luciane Fernandes Goes

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Cómo citar

Antunes-Souza, T., Falsirolli Horie, J., & Fernandes Goes, L. (2025). Conocimiento profesional docente en la enseñanza de la química: Perspectivas en los trabajos de ESERA (2009-2021). Prometeica - Revista De Filosofía Y Ciencias, 32, e18983 (1-14). https://doi.org/10.34024/prometeica.2025.32.18983
Recibido 2024-07-01
Aceptado 2024-12-15
Publicado 2025-03-01
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