A Longitudinal Study on the Development of the Professional Identity of Future Physics Teachers

Jessica Reis Belíssimo; Roberto Nardi

doi:10.30722/IJISME.32.02.001

Authors

Jessica Reis Belíssimo https://orcid.org/0000-0001-9900-7517
Roberto Nardi São Paulo State University (Unesp) https://orcid.org/0000-0002-5018-3621

DOI:

https://doi.org/10.30722/IJISME.32.02.001

Abstract

This article derives from a master’s thesis that sought to understand some aspects of physics undergraduates’ conceptions of scientific knowledge, science teaching, and the process of knowledge construction for teaching. This study is longitudinal; data were collected from admission to course completion with the goal of understanding the impact of the pedagogical project and course structure. The Pecheutian Discourse Analysis provided theoretical and methodological support for the development of this research. The analysis of the interviews and questionnaires revealed that the course’s pedagogical project and curricular structure play an important role in the changes in the conceptions of future Physics teachers and the construction of their teaching identity.

Author Biography

Roberto Nardi, São Paulo State University (Unesp)

Undergraduate degree in Physics - São Paulo State University - UNESP (1972), Master of Science Education - Temple University School of Education, Philadelphia, USA (1978), PhD in Education from University of São Paulo School of Education, FEUSP (1989) with postdoctoral degree at the State University of Campinas - Unicamp (2004-2005). Professor at the Department of Physics of the State University of Londrina - UEL (1980-1993). Secretary for Teaching Affairs of the Brazilian Society of Physics - SBF (1991-1993), Executive Secretary, Vice President and President of the Brazilian Association for Research in Science Education - ABRAPEC (2000-2005). Member of the European Science Education Research Association - ESERA. Working since 1994 in the Department of Education and in the Post Graduate Program in Science Education, Faculty of Sciences of UNESP, Bauru, as Associate Professor. CNPq Research Productivity 1-A Fellow and one of the leaders of the Science Teaching Research Group, maintaining research interest in science teaching, particularly physics teaching and learning, initial and continuous teacher training. Coordinator of the Science and Mathematics Teaching Area and Member of the Technical Advisory Council of Higher Education (CTC-ES) of the Coordination for the Improvement of Higher Education Staff (CAPES) in the 2008-2011 triennium. Secretary and Chairman of the International Commission on Physics Education (C14) of the International Union of Pure and Applied Physics - IUPAP (2014-2021). Currently he is member of the Interamerican Conferences in Physics Teaching Council. Also is member of the Post Graduate Program in Science Education Coordination and one of the editors of Science & Education Jounal, at UNESP, Bauru campus.