學科教學知識（PCK）是上世紀80年代提出的一種與教師課堂實踐緊密聯繫的知識。回顧學科教學知識的研究文獻發現，較少有研究專門針對學科教學知識轉化為課堂教學行為的過程。本研究選取三位中學化學教師作為案例，詳細描述和分析了PCK如何向課堂教學進行轉化。根據PCK的兩大維度一是關於“教"，二是關於“內容"，研究選擇了某一特定教學主題（化學反應速率）以及探究式教學來具體化這兩大維度。這樣研究就是從具有特定教學主題和教學取向的角度去闡釋PCK的轉化過程。轉化研究從四個方面進行展開：一是教師對於探究的知識和信念，二是以探究為教學取向的PCK，三是教師的課堂實踐行為，四是PCK與教學行為之間的聯繫和差異，以及影響PCK向課堂實踐轉化的因素。 / 研究發現PCK向課堂實踐的轉化，可以從三個方面進行闡釋。首先從教師所理解的探究知識而言，教師對探究的理解程度會影響教學目標的制定、教學內容的選擇、教學策略和教學評價的實施以及學生知識這些PCK的主要成分，繼而影響探究教學的實施。教師對探究的理解最主要的困難體現在三個方面：一是缺乏使用證據進行解釋的意識；二是將探究等同於“預測"、“實驗室活動"；三是重視“做"科學多於“說"科學，學生較少獲得交流與解釋的機會。 / 其次PCK本身的程度影響課堂教學實踐的轉化。研究發現三位教師當中，有經驗教師的PCK各個知識成分比較均衡，知識成分之間能夠產生聯繫，PCK與教學行為之間的差異較小。新手教師的PCK發展處於不均衡狀態，其中教學目標和評價知識較為豐富，但是缺乏充分的教學策略知識來實現教學目標的轉變。PCK不僅僅是知識成分的綜合，它體現了教師將不同知識整合的能力，有經驗教師的整合能力明顯高於新手教師。此外，學生知識是變化最為劇烈的PCK知識成分，教師需要特別的提示或是刺激才能促進其在教學計劃中更多地考慮學生。 / 最後，教師面對探究教學的實施總體呈現一種複雜而矛盾的信念。這背後的影響因素主要來自五個方面：一是教學觀念，例如教師對學習“過程"和“結果"的價值判斷，通常“結果"定律影響探究教學的實施；二是自我效能感，自我效能感高的教師更能實現教學轉化；三是學生觀念，教師對學生的評價越是負面，越會阻礙教學轉化；四是同伴學習，擁有同儕支持的教師能夠獲得更多的教學資源以及自我效能感，如果有優秀教師的引領，這種自我效能感將更加得到強化；五是教科書、課程標準、考試等外在因素，通常“課程"和“考試"是教師認為最容易阻礙探究教學實施的兩大外部壓力。 / 基於以上發現，研究建議值得繼續關注的問題是：進一步確定PCK的評級方法和工具，幫助教師形成均衡發展的PCK；促進教師深入理解和反思探究的本質；為教師提供支持性的環境，包括穩定的培訓環境、增加教師之間學習的機會、支持教師對自我教學進行不斷的改進和跟新、鼓勵教師形成積極、正面、陽關的教學心態。研究對於教師專業發展和提高科學本質觀的認識這兩方面具有一定的理論和實踐貢獻。 / The notion of pedagogical content knowledge (PCK) was proposed in the 1980s. PCK is closely related to teachers’ classroom practices, but a review of research on PCK revealed that few previous studies had focused on how PCK is transformed into classroom practice. Using three high school chemistry teachers in Beijing as cases, this study investigated the transformation process of PCK. They taught chemical reaction rate by using inquiry teaching and learning in their schools. Interviews and direct observations were used to collect data on the actual teaching and learning process in their classrooms. The research focused on four areas: teacher knowledge and beliefs about inquiry; the PCK for inquiry teaching; teacher behaviors in the classroom; and the transformation of PCK into classroom teaching as well as the factors affecting the transformation process. / It was found that the process of PCK transformation can be analyzed from three perspectives. First, teachers’ levels of understanding of inquiry affected their selection of learning objectives, content, teaching strategies, and assessment. Three major difficulties encountered by the three teachers were identified. Secondly, teachers’ levels of PCK influenced the transformation of PCK into classroom teaching. Experienced teachers were able to transform their PCK more easily than novice teachers. However, both experienced and novice teachers had to pay more attention to students’ needs when designing and implementing inquiry teaching. Thirdly, the three teachers held complex and conflicting beliefs about teaching and learning. The key factors affecting the transformation of PCK into classroom teaching included teacher self-efficacy, beliefs about student ability, peer support, textbooks, curriculum guides, and examinations. / These findings have important implications for teacher professional development and science teaching and learning in school. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 廖梁. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 331-350). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Liao Liang. / 摘要 --- p.iii / Abstract --- p.v / 致謝 --- p.v / 目錄 --- p.ix / 圖表目錄 --- p.xii / Chapter 第一章 --- 引言 --- p.1 / Chapter 第一節 --- 研究背景 --- p.1 / Chapter 一、 --- 學科教學知識研究概述 --- p.1 / Chapter 二、 --- 課程改革與探究教學 --- p.3 / Chapter 第二節 --- 研究目的 --- p.6 / Chapter 一、 --- 內容主題+探究取向的PCK研究 --- p.6 / Chapter 二、 --- 教師的探究知識和信念 --- p.7 / Chapter 三、 --- PCK在課堂實踐中的轉化過程 --- p.8 / Chapter 第三節、 --- 研究問題 --- p.9 / Chapter 第二章 --- 文獻回顧 --- p.11 / Chapter 第一節 --- PCK的概念与成分 --- p.11 / Chapter 一、 --- 概念與內涵 --- p.11 / Chapter 二、 --- 知識成分 --- p.17 / Chapter 第二節、 --- 主題式PCK --- p.31 / Chapter 一、 --- 概述 --- p.31 / Chapter 二、 --- Van Driel的主題PCK研究----教師的化學平衡PCK及其發展 --- p.33 / Chapter 三、 --- De Jong等人的主題PCK研究---教師有關粒子模型的PCK --- p.34 / Chapter 四、 --- Drechsler&Van Driel的主題PCK研究 --- p.36 / Chapter 五、 --- 小結 --- p.37 / Chapter 第三節、 --- PCK的發展與課堂教學實踐 --- p.39 / Chapter 一、 --- Cochran的PCK發展觀---“動態建構與“均衡發展 --- p.39 / Chapter 二、 --- Nilsson的PCK發展觀---在反思中促進PCK的發展 --- p.41 / Chapter 三、 --- Park&Oliver的PCK發展觀---PCK產生於行動，指導於行動 --- p.42 / Chapter 四、 --- 小结 --- p.44 / Chapter 第四節、 --- 獲得、描述和評價教師PCK的方法 --- p.45 / Chapter 一、 --- 早期PCK研究方法（1986-1999） --- p.45 / Chapter 二、 --- 2000---至今的PCK研究 --- p.47 / Chapter 三、 --- 如何描述和呈現PCK --- p.49 / Chapter 四、 --- 小結 --- p.53 / Chapter 第五節、 --- 探究、探究教学与信念 --- p.54 / Chapter 一、 --- 什麼是探究 --- p.54 / Chapter 二、 --- 探究教學策略 --- p.60 / Chapter 三、 --- 探究信念 --- p.67 / Chapter 第六節、 --- 化學反應速率教學背景 --- p.70 / Chapter 一、 --- 化學反應速率的概念要點 --- p.70 / Chapter 二、 --- 學習化學反應速率常見的困難和錯誤概念 --- p.71 / Chapter 三、 --- 化學反應速率的教學策略 --- p.72 / Chapter 第三章 --- 研究方法 --- p.75 / Chapter 第一節、 --- 案例研究方法概述 --- p.75 / Chapter 第二節、 --- 資料收集 --- p.76 / Chapter 一、 --- 第一次田野調查設計與初步結果 --- p.76 / Chapter 二、 --- 第二次田野調查數據收集 --- p.81 / Chapter 第三節、 --- 資料分析 --- p.88 / Chapter 第四節、 --- 研究效度與研究倫理 --- p.91 / Chapter 第四章 --- 教師的探究知識與信念 --- p.93 / Chapter 第一節、 --- 教师的探究知識 --- p.94 / Chapter 一、 --- 內涵 --- p.94 / Chapter 二、 --- 過程 --- p.99 / Chapter 三、 --- 角色 --- p.103 / Chapter 四、 --- 價值 --- p.107 / Chapter 五、 --- 困難 --- p.113 / Chapter 第二節、 --- 教師對探究教學所持有的信念 --- p.117 / Chapter 一、 --- 認同亦或疏離 --- p.120 / Chapter 二、 --- 行动亦或观望 --- p.123 / Chapter 三、 --- 堅持亦或嘗試 --- p.126 / Chapter 四、 --- 融洽亦或矛盾 --- p.128 / Chapter 第三節、 --- 小結 --- p.132 / Chapter 第五章 --- 以探究為取向的學科教學知識分析 --- p.139 / Chapter 第一節、 --- 學科教學知識分析框架 --- p.139 / Chapter 第二節、 --- 理論先行，實驗輔助----喬老師的探究教學PCK --- p.146 / Chapter 第三節、 --- 在教中學，吐故納新----郎老師學科教學知識分析 --- p.169 / Chapter 第四節、 --- 適應困境，力圖改變----胡老師學科教學知識分析 --- p.182 / Chapter 第五節、 --- 小结 --- p.197 / Chapter 第六章 --- 課堂教學行為分析 --- p.203 / Chapter 第一節、 --- 探究課堂教學中的師生對話分析框架 --- p.204 / Chapter 第二節、 --- 喬老師的課堂教學行為分析 --- p.206 / Chapter 第三節、 --- 郎老師師生課堂對話分析 --- p.241 / Chapter 第四節、 --- 胡老師師生課堂對話分析 --- p.251 / Chapter 第五節、 --- 小結 --- p.262 / Chapter 第七章 --- 學科教學知識向課堂實踐轉化过程的討論 --- p.268 / Chapter 第一節、 --- 學科教學知識與課堂教學行為差異討論 --- p.268 / Chapter 一、 --- 教學目標與教學行為 --- p.268 / Chapter 二、 --- 教學內容與教學行為 --- p.274 / Chapter 三、 --- 教學策略與教學行為 --- p.276 / Chapter 四、 --- 教學評價與教學行為 --- p.282 / Chapter 五、 --- 小結 --- p.286 / Chapter 第二節、 --- 學科教學知識向教學行為轉化過程的特徵 --- p.287 / Chapter 一、 --- 喬老師的轉化特徵----深刻的認識，深刻的矛盾 --- p.288 / Chapter 二、 --- 郎老師教學知識的轉化特徵----知識與行動的高度一致 --- p.294 / Chapter 三、 --- 胡老師教學知識的轉化特徵----艱難融入教學環境，信念頑強 --- p.298 / Chapter 第三節、 --- 轉化的影響因素討論 --- p.302 / Chapter 一、 --- 探究知識對轉化的影響 --- p.302 / Chapter 二、 --- 信念對轉化的影響 --- p.307 / Chapter 三、 --- PCK對轉化的影響 --- p.312 / Chapter 第八章 --- 結論與總結 --- p.316 / Chapter 第一節、 --- 結論 --- p.316 / Chapter 第二節、 --- 研究貢獻 --- p.321 / Chapter 第三節、 --- 研究局限 --- p.325 / Chapter 第四節、 --- 有待深入關注的問題 --- p.327 / 參考文獻 --- p.331 / 中文部分 --- p.331 / 英文部分 --- p.333 / 附錄 --- p.351

This thesis reports a series of studies into textbook authors', teachers' and students' use of analogies to improve students' understanding of abstract chemistry concepts. The five research problems considered: (a) the nature and extent of analogy use in textbooks; (b) the views of textbook authors and editors concerning analogies; (c) how, when, and why analogies were used by experienced chemistry teachers; (d) the development of an instrument to determine chemistry students' understanding of analogies; and (e) how chemistry students use the analogies presented as part of their chemistry instruction.Study One reports the findings of an investigation of ten chemistry textbooks used by Australian students for the nature and extent of analogy inclusion. The study found that, while used sparingly, analogies were employed more frequently in the beginning of textbooks and that the analogies used concrete analog domains to describe abstract target concepts. There was considerable use of pictorial-verbal analogies although simple analogies comprised a substantial proportion and stated limitations or warnings were infrequently employed.Study Two involved interviews with the authors of eight of the above mentioned textbooks to determine authors' views on analogies and their use in textbooks and teaching. The study identified a relationship between how frequently analogies were used by the author and what he or she considered to be the characteristics of a good chemistry teacher. Each author had a good understanding of the nature of analogy and each sought a flexible environment for its use - most arguing that analogies are better used by teachers than printed in textbooks. They appeared to favour analogies embedded in text or placed in margins rather than as post-synthesisers or advance organisers.Study Three reports an investigation into six chemistry teachers' use of ++ / analogies in Western Australia and England. This study found that the teachers drew upon their experiences and professional reading as sources of the analogies that tended to be spontaneously used when they felt their students had not understood an explanation. The analogies tended to map functional attributes of abstract target concepts with some teachers using the blackboard to illustrate pictorial analogies and some including statements of limitations.Study Four describes the development of analogy maps - instruments used to determine the effectiveness with which students map given analogies. The iterative development process engaged classroom-based research methods to develop an instrument of value both for teaching and for school-related research. A rating system enables researchers to compare students' effectiveness at mapping analogies with variables such as analogy type.Studies Five and Six describe how a combination of interviews and analogy map surveys were used to investigate how students used analogies in chemistry. The study found that students felt more confident with pictorial-verbal analogies although they were not necessarily able to map these analogies better than verbal (only) analogies. Also, student mapping confidence appeared not to depend upon the level of enrichment supplied and added enrichment did not necessarily aid mapping performance. Further, the analogy maps were useful as a means to identify alternative conceptions and there was little evidence that the analogy maps contributed to the formation of alternative conceptions in the learners.The final chapter draws together and discusses the assertions made in all of the previous studies before considering the contribution of the thesis to theory building. The implications of the research are discussed and suggestions made for future research on analogies in chemistry education. The chapter ++ / concludes by outlining examples of how and where the findings of this research have begun to be disseminated.

Thesis (M. Ed.), Memorial University of Newfoundland, 1999. / Bibliography: p. 65-70.

Thesis (M.S.)--Miami University, Dept. of Chemistry and Biochemistry, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 73-74).

abstract: Pedagogical content knowledge (PCK) has been described as the knowledge teachers' use in the process of designing and implementing lessons to a particular group of students. This includes the most effective representations that make the content understandable to students, together with the preconceptions and misconceptions that students hold. For chemistry, students have been found to have difficulty with the discipline due to its reliance upon three levels of representation called the triplet: the macro, the submicro, and the symbolic. This study examines eight beginning chemistry teachers' depiction of the chemistry content through the triplet relationship and modifications as a result of considering students' understanding across the teacher's first three years in the classroom. The data collected included classroom observations, interviews, and artifacts for the purpose of triangulation. The analysis of the data revealed that beginning chemistry teachers utilized the abstract components, submicro and symbolic, primarily in the first year. However, the teachers began to engage more macro representations over time building a more developed instructional repertoire. Additionally, teachers' developed an awareness of and responded to their students' understanding of learning atomic structure during the second and third year teaching. The results of this study call for preservice and induction programs to help novice chemistry teachers build a beginning repertoire that focuses on the triplet relationship. In so doing, the teachers enter the classroom with a repertoire that allows them to address the needs of their students. Finally, the study suggests that the triplet relationship framework should be revisited to include an additional component that frames learning to account for socioscientific issues and historical contributions. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2012

1 ABSTRACT The diploma thesis deals with the attitudes of university students, who will become chemistry teachers, to chemistry and their views on various areas related to chemistry. This work follows the author's bachelor thesis, in which the public's opinion to chemistry was ascertained using a questionnaire survey. In the diploma thesis we focused on finding out attitudes of a group of future chemistry teachers through interviews. The theoretical part deals with the role of chemistry in today's world, chemophobia and the topic of attitudes. The practical part is based on interviews with respondents. This part contains basic information about the research - selection and number of respondents, questions used in the interview, the procedure for data collection and data analysis. One of the key findings was that respondents often lack the perspective and vision of chemistry in context. These are important qualities and skills that a chemistry teacher should have. Furthermore, the importance of teachers in the process of forming a relationship/attitude to chemistry was confirmed - teachers with a broader perspective lead students to a positive relationship to chemistry and they are able to enthrall pupils by chemistry. Key words: chemistry, opinion, attitude, chemophobia, interview, chemistry teachers

A literatura aponta modelos diferentes sobre a base de conhecimentos para o ensino que um professor deve dominar. Em decorrência dessas alternativas há também uma ausência de definições sobre o corpo de conhecimentos que necessite ser trabalhado nos cursos de formação de professores bem como avaliado nos concursos públicos de seleção de professores. O objetivo deste estudo foi delinear qual a base de conhecimentos para o ensino a legislação brasileira e os concursos públicos de professores estão priorizando. O foco foram os professores de Química para o Ensino Médio. O presente estudo traz um levantamento qualitativo e quantitativo dos conhecimentos avaliados nesses concursos, assim como a análise das políticas públicas vigentes na época desses processos seletivos. A análise teve como referencial teórico a base de conhecimentos de professores. O mapeamento dos conhecimentos base que um professor de Química deve possuir, segundo a legislação e os concursos públicos analisados, revela um professor que deve dominar o conteúdo específico de química, ter conhecimento das teorias pedagógicas, conseguir interpretar textos, conhecer a Lei de Diretrizes e Bases de 1996, saber usar um computador e ter conhecimentos de matemática básica, perfil este muito distante do que a literatura de conhecimentos de professores apresenta. A julgar pelos editais e pelas provas de concursos públicos, bem como pelos documentos de políticas públicas, nossos futuros professores basicamente precisam saber química mas não precisam saber lecionar química. Pelos documentos analisados, não há uma especificidade de conhecimentos que faça distinção entre a profissão professor de química e um químico. Assim, a contribuição que esses documentos analisados oferecem é um acirramento da desvalorização da profissão professor, quando na verdade deveriam atuar na direção oposta / The literature points different models about the knowledge base for teaching that a teacher should master. As a result of these alternatives there is also a lack of definitions about the body of knowledge that needs to be worked on in teacher training courses as well as evaluated in public teacher selection exams. The purpose of this study was to outline the knowledge base for teaching that Brazilian legislation and the public exams for selecting teachers are prioritizing. Our focus was the Chemistry Teachers for High School. The present study brings a qualitative and quantitative survey of the knowledge evaluated in these exams, as well as the analysis of the current public legislation at the time of these chemistry teachers selection exams. Our analysis was based on the knowledge base for teaching. The mapping of the knowledge base that a chemistry teacher must possess according to the legislation and public selection exams analyzed reveals a teacher who must know the specific content of chemistry, have knowledge of pedagogical theories, be able to interpret texts, know the Law of Education Guidelines and Bases of 1996, to know how to use a computer, this profile is very far from what the literature of teacher knowledge presents. Judging from the public exams, as well as from public policy documents, our future teachers basically need to know chemistry but do not need to know how to teach chemistry. From the documents analyzed, there is no specificity of knowledge that distinguishes between the chemistry teacher and a chemist. Thus, the contribution that these analyzed documents offer is a devaluation of the teacher profession, when in fact they should act in the opposite direction.

published_or_final_version / Education / Master / Master of Education

Submitted by CAMILA PEREIRA DE CAMARGO (camilapcamargo@yahoo.com.br) on 2016-12-05T00:56:39Z No. of bitstreams: 1 Dissertação-final.pdf: 1982320 bytes, checksum: 01673839b4ff123da826c4de380ae2f4 (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-12-07T10:58:41Z (GMT) No. of bitstreams: 1 camargo_cp_me_bauru.pdf: 1982320 bytes, checksum: 01673839b4ff123da826c4de380ae2f4 (MD5) / Made available in DSpace on 2016-12-07T10:58:41Z (GMT). No. of bitstreams: 1 camargo_cp_me_bauru.pdf: 1982320 bytes, checksum: 01673839b4ff123da826c4de380ae2f4 (MD5) Previous issue date: 2016-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho apresenta uma análise sobre as Representações Sociais (RS) que licenciandos-bolsistas de um projeto Pibid-Química possuem acerca de aspectos da Educação Especial e da Educação Inclusiva, como conceitos que caracterizam um aluno com Necessidades Educacionais Especiais, sobre o processo de inclusão e o papel dos professores de Química para atuar com estes alunos. Os dados foram constituídos através de entrevistas individuais com 24 licenciandos-bolsistas e as análises foram fomentadas por meio de discussões feitas com dez bolsistas em um Grupo Focal, ambos registrados com gravador de voz. Com caráter qualitativo e utilizando a Análise de Conteúdo foram elaboradas três grandes categorias que representam os objetivos deste trabalho, e as subcategorias presentes em cada uma foram analisadas de acordo com a Teoria do Núcleo Central, de forma, a saber, quais conceitos se encontram no sistema central ou no sistema periférico das RS desses futuros professores. Considerando que há um déficit na formação de professores de Química para atuar com alunos que possuam alguma deficiência, transtorno global de desenvolvimento ou super habilidades/superdotação, o Pibid se torna um importante processo formativo e experiencial, embora tenha sido observado que conceitos, que seriam desejáveis estar no Núcleo Central do RS de futuros professores, ainda estão nos sistemas periféricos dos mesmos. Assim, conclui-se sobre a urgência de modificações na formação acadêmica de professores voltada para o processo inclusivo e na valorização do projeto Pibid, que se apresenta como uma experiência significante, mas que necessita ser aliada à um melhor preparo para a realidade encontrada dentro das salas de aula da Educação Básica do país. / This work presents an analysis about Social Representations (SR) that scholarship holders of a Pibid-Química Project have about aspects of Special Education and Inclusion in Education, such as concepts that characterize a student with Special Educational Needs, the process of inclusion and the role of Chemistry teachers to work with these students. Data were collected through individual interviews with 24 scholarship holders and the analyzes were fomented over discussions with ten of them in a Focus Group, both registered with voice recorder. Three major categories were elaborated with qualitative character and using the Content Analysis that represent the objective of this work, and its subcategories present in each one were analyzed according to the Central Nucleus Theory, in a way, namely, which concepts are in the central system or in the peripheral system of the SR of these future teachers. Considering that there is a deficit in the training of Chemistry teachers to work with students who have some disability, pervasive developmental disorder or intellectual abilities/gifted, Pibid becomes an important formative and experiential process, although it has been observed that concepts, which would be desirable to be in the Central Nucleus of the RS of future teachers, still are in their peripheral systems. Therefore, it is concluded on the urgency of modifications in the academic formation of teachers focused on the inclusion process and in the appreciation of Pibid project, which presents itself as a significant experience, but that needs to be associated to a better preparation to the reality found in the classrooms of the Basic Education in the country.

Submitted by William Paiva (williampaiva17@hotmail.com) on 2015-04-24T18:42:04Z No. of bitstreams: 1 Jackson Luís Martins Cacciamani.pdf: 1736657 bytes, checksum: d3057e5ebb59b37b2a162ad281c0c8a7 (MD5) / Approved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@hotmail.com) on 2015-05-08T16:55:40Z (GMT) No. of bitstreams: 1 Jackson Luís Martins Cacciamani.pdf: 1736657 bytes, checksum: d3057e5ebb59b37b2a162ad281c0c8a7 (MD5) / Made available in DSpace on 2015-05-08T16:55:40Z (GMT). No. of bitstreams: 1 Jackson Luís Martins Cacciamani.pdf: 1736657 bytes, checksum: d3057e5ebb59b37b2a162ad281c0c8a7 (MD5) Previous issue date: 2012 / Os Encontros sobre Investigação na Escola constituem-se numa proposta de formação de professores que agrega licenciandos, professores da educação básica, professores da universidade e pós-graduandos num movimento de formação acadêmico-profissional do professor (DINIZ-PEREIRA, 2008). Os encontros foram propostos necessariamente pela Universidade do Vale do Taquari (UNIVATES) em Lajeado – RS. No decorrer dos anos o encontro agregou professores de todas as áreas do conhecimento e proporcionou a integração de diferentes níveis de ensino. As universidades proponentes do encontro nas suas dez edições foram: a Universidade Federal do Rio Grande (FURG), Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), Universidade do Noroeste do Estado do Rio Grande do Sul (UNIJUÍ) e Universidade do Vale do Taquari (UNIVATES). Os encontros no decorrer de uma década partilharam experiências vividas a respeito da sala de aula sendo a proposta de formação ancorada na escrita, na leitura e na relação dialógica a respeito destas experiências no espaçotempo1 da escola e da universidade. A presente trabalho de pesquisa de tese de doutoramento procura compreender a potencialidade dos Encontros sobre Investigação na Escola na formação permanente dos professores de Química. O corpus da pesquisa se constitui nos relatos de experiência de trabalhos que envolvem a sala de aula de Química no período de 2000 a 2010. A pesquisa percorreu alguns caminhos: o primeiro, a análise quantitativa e exploratória por meio dos anais dos encontros a respeito dos relatos inscritos na área da Química no período de dez anos, a análise qualitativa ancorada na proposição da Análise Textual Discursiva (ATD) desenvolvida por Moraes e Galiazzi (2007)- e a discussão teórica a respeito da epistemologia da prática pedagógica presente nos relatos inscritos pelos professores. No decorrer dos dez anos do encontro 240 trabalhos de Química foram inscritos e discutidos, abordando assim diversas temáticas concernentes à sala de aula de Química. A análise dos trabalhos do X Encontro sobre Investigação na Escola relativa à categoria “os processos de formação acadêmico-profissional de professores de Química” permite argumentar que os professores de Química participantes dos Encontros sobre Investigação na Escola ao escreverem, ao lerem e ao dialogarem encontram-se em processo de formação acadêmico-profissional e produzem currículo tanto na escola quanto na universidade. Os Encontros sobre Investigação na Escola potencializam a formação acadêmico-profissional de professores de Química num processo de formação imerso na epistemologia da prática. / The Encontros sobre Investigação na Escola, meetings in which teachers share their researches, have been a proposal for teacher education that gathers college students, elementary school teachers, professors and post-graduate students in a movement for their academic-professional education (DINIZ-PEREIRA, 2008). These meetings, which were originally proposed by the Universidade do Vale do Taquari (UNIVATES) a university located in Lajeado, RS, Brazil, have brought teachers from all areas of knowledge together and have enabled integration of different teaching levels. Their ten first editions were held in different universities for ten years: Universidade Federal do Rio Grande (FURG), Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), Universidade do Noroeste do Estado do Rio Grande do Sul (UNIJUÍ) and Universidade do Vale do Taquari (UNIVATES). Teachers have shared their classroom experiences in the meetings since the educational proposal is based on writing, reading and the dialogic relation among these experiences in the space-time of the school and the university. This doctoral dissertation describes the study which aims at comprehending the potentiality of the Encontros sobre Investigação na Escola in the teacher education processes of Chemistry teachers. Its corpus comprises Chemistry teachers’ experience reports which were submitted to the event from 2000 to 2010. The research followed these steps: a quantitative and exploratory analysis of the reports that were submitted to the event in the area of Chemistry and published in the annals for ten years; a qualitative analysis of those texts in the light of the Discursive Textual Analysis (DTA), developed by Moraes and Galiazzi (2007); and a theoretical discussion about the epistemology of the pedagogical practice described by the teachers in their reports. In these ten editions, 240 Chemistry studies, which addressed several themes related to the Chemistry class, were submitted to and discussed in the event. The analysis of the reports submitted to the X Encontro sobre Investigação na Escola in the category “Chemistry teachers’ academic-professional education processes” leads to the following argument: when Chemistry teachers who take part in the events write, read and talk, they are embedded in an academic-professional education process and produce curriculum both in school and in college. The Encontros sobre Investigação na Escola potentize Chemistry teachers’ academic-professional education in a development process which is immersed in the epistemology of practice.