How the discourse of new professors is made up in the classroom 1

Lobato, Anderson Cezar; Quadros, Ana Luiza de

doi:10.1590/S1678-4634201709162258

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Articles • Educ. Pesqui. 44 • 2018 • https://doi.org/10.1590/S1678-4634201709162258 copy

How the discourse of new professors is made up in the classroom ¹ 1 - The authors acknowledge support from Fundação de Amparo a Pesquisa de Minas Gerais (Fapemig).

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Although schools are inserted within a dynamic social context surrounded by technologies, many secondary education science and chemistry professors still adopt the information transmission/reception model. This study was conducted in order to analyze changes in the discourse and understanding of the professor’s role in the classroom based on the professors’ experience in a teaching immersion project focused on the planning and teaching of theme-based classes and sharing of the researcher’s evaluation of the classes. To this end, we analyzed the classes taught by two professors undergoing professor training in the said project. Data collection was performed through class video recording and semi-structured interviews. Data analysis was based mainly on the professors’ discourse and their capacity to involve the students in the class dynamics. We observed that involvement with theme-based classes was important to the participating professors. In addition, evaluation sharing showed to be fundamental for improving the professors’ understanding of their role in the classroom. The data collected lead us to believe that the improvement achieved will reflect on the practice of the professors-to-be.

Professor training; Teaching practice immersion; Classroom professor discourse; Science/Chemistry

Analysis Aspect
i. Teaching focuses	1. Professor’s intentions 2. Content
ii. Approach	3. Communicative approach
iii. Actions	4. Interaction patterns 5. Professor’s interventions

Class	Professor	% of total time

		Guilherme	Felipe
Class A	Professor	38.45	38.04
Class A	Students	16.96	18.60
Class B	Professor	41.09	41.90
Class B	Students	37.98	34.80

Turn	Interlocutors	Transcription
35	Professor	What do we have to absorb?
36	Student E	Pull
37	Professor	Pull, right?

Turn	Interlocutors	Transcription
13	Professor	How long do you think it will stay? Explain it to us.
14	Student D	Because there is only one amount of oxygen inside there, it takes the oxygen and turns it into carbon dioxide and transforms the oxygen, then it has one hour.
15	Student C	No, the plant releases carbon dioxide.
16	Professor	Tell everyone what you have just said.
17	Student C	The plant also releases carbon dioxide because it breathes during the day.
18	Student D	But it releases a greater amount of oxygen than of carbon dioxide.
19	Student C	Yes, that’s it.
20	Professor	OK, let’s understand it better...

Professor’s types of elicitations	Frequency		Percentage
Professor’s types of elicitations	Class A	Class B	Class A	Class B
Choice	38	29	58.5%	50.9%
Product	20	7	30.8%	12.3%
Process	7	21	10.7%	36.8%
Metaprocess	0	0	0.0%	0.0%

Professor’s types of elicitations	Frequency		Percentage
Professor’s types of elicitations	Class A	Class B	Class A	Class B
Choice	18	13	52.9%	32.5%
Product	11	15	32.3%	37.5%
Process	5	12	14.7%	30.0%
Metaprocess	0	1	0.0%	2.5%

Turn	Interlocutors	Transcription
45	Student C	Like this, how am I going to know if it is the alcohol or the bottle that is absorbing [heat]?
46	Professor	Look, it’s like this; your question is this: in the beginning of the class we talked about heat, what energy transfer from a body at a higher temperature to a body at lower temperature is. When we talk about liquids, including volatile liquids, they evaporate. Water on the ground evaporates. Both ground and tap water are at room temperature, but it evaporates, right? To evaporate, it absorbs energy and uses this energy to evaporate, in this case, thermal energy too. Then, the cold in here [inside the bottle] is the alcohol withdrawing energy from the bottle and the bottle withdrawing energy from my hand, right? [...]

Turn	Interlocutors	Transcription
151	Professor	Then, guys, let’s tell everybody, let’s explain to the whole class. Look, there’s... what do you think about his explanation? Do I gain heat from the environment?
152	Student C	No.
153	Student F	Then mine is wrong.
154	Professor	No explanation is wrong. They are suppositions and we will check if the suppositions, yours, his, hers... is... which one is closer to the best accepted scientific one. This is what we’re going to check here.

Faculdade de Educação da Universidade de São Paulo Av. da Universidade, 308 - Biblioteca, 1º andar 05508-040 - São Paulo SP Brasil, Tel./Fax.: (55 11) 30913520 - São Paulo - SP - Brazil
E-mail: revedu@usp.br

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[1] Anderson Cezar Lobato is a secondary education chemistry professor and a chemistry teaching professor in the College of Education of the Federal University of Minas Gerais (UFMG). He holds a master degree in education and investigates teacher education with emphasis on the communicative approach.

Ana Luiza de Quadros holds a doctor degree in education and is a professor in the Chemistry Department of the Institute of Exact Sciences of the Graduate Program of the College of Education of the Federal University of Minas Gerais (UFMG). She investigates teaching and learning in chemistry and the training of chemistry and science teachers with emphasis on STS.

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How the discourse of new professors is made up in the classroom 1 1 - The authors acknowledge support from Fundação de Amparo a Pesquisa de Minas Gerais (Fapemig).

Abstract

How the discourse of new professors is made up in the classroom ¹ 1 - The authors acknowledge support from Fundação de Amparo a Pesquisa de Minas Gerais (Fapemig).