This work starts from the hypothesis that a process of professional teacher development that starts at graduation - supported by programs and projects to encourage teaching -, requires continuity in the participation of the teacher in other long-term training contexts. To verify that hypothesis, we have analyzed the trajectory of a Physics teacher who has completed a Professional Master, starting from her admission in Physics Teaching Program at a public University. Regarding methodology, we opted for the qualitative research tradition, using as the main source of data a flexible structured interview with the teacher. Data analysis was conducted following a scheme that understands professional development as constituted by different dimensions related to teaching knowledge. Results seem to confirm our hypothesis, making evident the relevance of the continuity and articulation between initial and continuing teacher’s education programs, to favor professional development of Science teachers.
Science Teacher Education; Teacher Professional Development; Teacher Education Public Policies