The present work reports on part of a more general study whose goal is the
characterization and analysis of the initial training of Physics and Chemistry
teachers at the Faculty of Sciences and Technology of the University of Coimbra
(FCTUC, the Portuguese acronym), aiming at identifying and understanding
the evolution subsequent to the implementation of the Bologna Process at the
level of the training curricula and supervised pedagogical practice.
From the analysis carried on, it turns out that, in the framework of the Bologna
process, the qualification for the professorship requires the 2nd cycle, i.e. the
Master degree, the main change being found in the formation curricula which
now contains a component on educational research methodology.
We emphasize the importance of an implementation of a working model
for the training, namely in its articulation with the development of research
projects, as well as the need to find new perspectives and approaches which
might contribute to support the supervised pedagogical training and promote
the anticipation of the approximation to the real school.
Authors
Nunes, Maria Laura Guimarães Castro
Rebelo, Maria da Piedade Pessoa Vaz
Nascimento, Maria Augusta Vilalobos
Other Author(s)
Universidade de Coimbra. Faculdade de Psicologia e de Ciências da Educação (ed. lit.)
Keywords
formation initiale des enseignants,
enseignants des disciplines
de Physique et de Chimie,
formação inicial de professores,
professores de Física e Química,
initial teacher training,
Physics and Chemistry
teachers