Abstract:
This is a qualitative study, in the narrative modality, in which we discuss the process of reflection on the teaching of a teacher trainer in a Licentiate in Biological Sciences at a Brazilian public university. Our investigative intent can be expressed by the question: in what ways does a higher education professor reflect on her teaching action as a trainer of Biology teachers, looking at herself and her students? We problematize experiences that were analyzed through reflection, aiming to understand formative movements carried out in teacher training, at the same time as we investigate the process of continuing education. We used Discursive Textual Analysis as the method. We infer that reflection on practice fosters continuous professional development; the teacher trainer performs training movements, based on her knowledge, promotes learning and allows herself to know, in the sense of initial teacher training.
Keywords:
Biology teaching; Reflection; In-service teacher training; Teachers’ experience; Higher education