Research on the Education of Physics Teachers: the production found in the Digital Library of Theses and Dissertations between 2012-2017

Néryla Vayne Alves Dias Alberto Albuquerque Gomes Paulo César de Almeida Raboni About the authors


This study refers to bibliographic research, which aimed to identify the orientation in master's and doctoral studies in the field of physics teacher education available in the Digital Library of Theses and Dissertations within the 2012-2017 period. The corpus of analysis consisted of abstracts, with the search conducted for the keywords physics teaching and teacher education, and the theoretical framework was Bakhtinian discourse analysis. Our results indicate that research on physics teacher education prioritizes investigations on initial education. In the field of continuing education, they represent occasional initiatives. We note that researchers address the teacher-interlocutor with authoritarian and prescriptive speeches, pointing at how the work should be done by the latter. However, partnerships for working on reflections about possibilities to overcome particular challenges remain modest.

Physics teaching; Teacher initial education; Teacher continuing education; Bibliographic research

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