Action research has become a widely accepted and popular form of teacher professional development/learning, within the UK and internationally, and forms part of the professional actions of the Scottish Chartered Teacher. Whilst action research may be a valuable form of professional development supported through awardbearing courses (such as the Scottish Chartered Teacher programmes), funded projects or partnerships with university colleagues, it is questionable to what extent this is continued or even valued by teachers beyond the parameters of CPD courses. If Chartered Teachers are to engage meaningfully in action research then it is vital we understand how they perceive the nature and purpose of such activities and explore the opportunities and limitations they may face. This is not just an issue for Chartered Teachers in Scotland but one that may concern any teacher attempting to engage in action research as part of their practice. To explore teachers’ lived experience of engaging in post-award non-funded action research a case-study approach was adopted. The case study comprised six qualified Chartered Teachers with this thesis focusing on the stories from three of the teachers. In-depth loosely structured interviews were held with participants at three intervals over the course of a year to discuss their current and ongoing action research work. In addition visual data was created by participants to explore, share, (re)present and negotiate their understandings of action research. Documentary data was also collected. A broadly inductive approach to the analysis was taken, coding both within and across cases. A thematic narrative analysis of the individuals’ stories was also undertaken because I believe teachers’ individual stories are critically important and was keen not to reduce these to ‘codes’ and ‘categories’. Emerging from the data are three significant themes - the importance of understanding the nature and purpose of action research; the teachers’ evolving identities as Chartered Teachers/action researchers; and the need to develop and promote a Third Space – creating a conceptually different way of being a teacher. The data shows that traditional notions of research are influencing these teachers’ understanding of action research and this limits their action research work. How teachers understand the nature and purpose of action research is deeply interrelated with their identity as a teacher/Chartered Teacher/action researcher. Their identity(ies), I suggest, is/are a site of struggle, contestation and negotiation and Chartered Teachers are, arguably, in an in-between space: they are simultaneously teacher and researcher, yet they are neither one nor the other. It is possible, then, to understand Chartered Teacher as a hybrid identity and I draw upon Third Space theory as a heuristic to understand Chartered Teacher as a distinctly different way of being a teacher. I argue that a more complex view is needed that promotes the dynamic and fluid nature of action research. The insights drawn from this study offer some understandings that may help us to (re)consider and (re)frame the way in which we understand the teacher as researcher.

Made available in DSpace on 2014-06-11T19:31:42Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-05-31Bitstream added on 2014-06-13T20:02:45Z : No. of bitstreams: 1 alves_jap_dr_bauru.pdf: 1220946 bytes, checksum: 8c3e77939ea267174d01dbbe0132a68d (MD5) / O principal objetivo deste trabalho consiste em analisar o processo de construção da identidade de professor e pesquisador em ensino de Física, em uma proposta educacional que vem sendo construída, desenvolvida e estudada na formação inicial de professores deste 1997. A pesquisa consistiu em um estudo de caso, tendo a coleta e análise dos dados sob fundamentos teóricos epistemológicos e metodológicos em Freire, Habermas, Strauss, Latour e Miron. A formação do professor e pesquisador em ensino de Física ocorre diante de diferentes demandas e situações -limite que precisam ser enfrentadas. Por isso, é necessário tecer reflexões, relações e modificações no curso da ação. Constato que a vivência de uma práxis - interlocução entre teoria e prática - no desenvolvimento de uma proposta educacional na formação inicial de professores de Física é condição imprescindível para a construção da identidade de professor e pesquisador em ensino de Física. Os resultados demonstram que a proposta tem tido progressos importantes na sistematização de atividades educacionais que problematizem conceitos e práticas, as quais viabilizem a abertura e continuidade do diálogo; bem como, nas parcerias tecidas, que buscam implementar e consolidar a relação ensino, pesquisa e extensão na interface Universidade-Escolas / The aim of this study was to analysis the construction of identity of teacher and reseacher in the teaching of Physics in an educational proposal bulding, developed and studies in abn initial teacher education program since 1997. The research was in a study of case, with collection and analysis of the data was supported by the theoretical epistemological and methodological concepts of Freire, Habermas, Strauss, Latour and Miron. The education of teachers and researchers in the teaching of Physics takes places in a context of different demands and limit situations. It is necessary to develop reflexions, relations and modifcations in the course of action. I check that the experience of praxis - interannouncer between theory and practice - in the development of an educational proposal in Physics teachers initial educational supports the construction of a special identity - a teacher and researcher in the teaching of Physics. The outomes demonstrate that the proposal have had considerable progress in the systematization and educational activities that problematize concepts and practices, which in turn allow for the start and continuation of dialogue; the partnerships that aim to implement and consolidate the relations among teaching, research and outreach activities at the University and Schools

Researchers in environmental education and education for sustainable development (ESD) have discussed in what way young people’s experience impact their action competence (e.g. Almers 2009; Schnack 1996; Breiting &Mogensen 1999; Lundegård 2007). In my research I wanted to study if and how action research (AR) including the students’ reflections may contribute to a pluralistic education in ESD. The AR was made together with a teacher at a secondary school in year 9. We worked on equal level in planning and often during the lessons, but I, as the researcher, was making the Analysis and the Questions of the interviews. I made three group interviews with five students. The other students were answering questions in logbooks. I also interviewed the teacher. Early on the class visited an exhibition at the National Museum of Science in Stockholm. During the next lesson the students wrote in their logbooks about their thoughts after visiting the museum, and I interviewed five students. The teacher and I read their reflections and observed what we had to pay attention to during the next lesson. Many students had been afraid of the future and started thinking that their children might not have a future; everything on the globe is spoilt, ice flows everywhere. The teacher and I decided to talk more about whose responsibility it is (Öhman 2006; Lundegård 2007). We found support in Ojala’s (2007) thesis.This was the first question we had to deal with in our Action Research. The teacher and I planned a new cycle of action, where we talked about the environment and whose responsibility is it.We talked about society, economy and politics, because we had noticed that the students were thinking that they were guilty for the global situation. Further on the students got more action competence and were more motivated and interested in environmental problems, and also critical in many ways about how societies and politicians were dealing with the environment issues. The next time the students were reflecting, they were not talking about worries for the future. Instead they had started to think about constructive actions favoring the globe’s future. Other things we took care of were when the students needed help with their studies about life-styles. They were working in groups, 3-5 members in each group, and they were taking initiatives, planning and acting and after the study they made presentations of their work in front of the whole class. I found that the Pluralistic way of education worked fine together with my action research and the students were able to take their own decisions in the environmental questions. They had gained action competence now and for the future. / Lärarforskarskolan Klimatutveckling och Vattenresurser

Made available in DSpace on 2016-04-28T20:56:33Z (GMT). No. of bitstreams: 1 Marly Kruger de Pesce.pdf: 514897 bytes, checksum: aa0d572551ce9513d2129e67929feed8 (MD5) Previous issue date: 2012-10-29 / This thesis deals with the education of a teacher as researcher in undergraduate teacher education courses (licensure) with the aim of understanding how the teacher educator considers the education of a teacher as researcher. The principles of Vygotsky s Sociohistorical Theory (2009) guided this study for understanding that the human being has been constituted through interactions with others in a dialogical constitution, having the language as a tool of knowledge mediation. The concept of teacher as researcher was based on André (2001,2006), Concham-Smth e Lytle (1999), Lüdke (2000, 2001) among other authors. The participants were four teacher educators who oriented the supervised pre-service teacher training of the undergraduate courses of teaching education in Mathematics, Geography, Letters and History of a community university. Two students of the last two years of each of these courses also participated of this research. The data were gotten by applying interviews. Institutional documents were also analyzed such as the Institutional Educational Project, the Projects of the Undergraduate Courses and the Teaching Learning Programs of supervised pre-service teacher training. The Critical Analysis of Discourse proposed by Fairclough (1999) guided the reading and the interpretation of the corpus. The data analysis indicated that the teacher educators have different conceptions of what teacher research is. The discursive formation that comes from the specific subject is the way these teachers understand the formation of the teacher as researcher. There is no a clear concept of teacher research in the institutional documents, but some of them describe the didactic procedures that have to be followed to help the student to become a teacher as researcher. The students have still understood research as a way of updating in terms of subject content and pedagogical issues. In common, teacher educators and students recognize the importance of the research in the teaching activity as a possibility to develop autonomy concerning to subject matters and classroom situations. The teacher educators reported some strategies they considered essential to help the education of teacher as researcher, which were also mentioned by the students. The most mentioned strategies were: individual counseling, encouraging, questioning and group discussion. This research demonstrated that the way teacher educators understand and teach how to do research is affected by both personal experiences with research as the institutional culture. In the same way, the students, who are immersed in multiple interactions, constitute themselves discursively by the area of their licensure course / A presente tese aborda a formação do professor pesquisador em cursos de licenciatura com o objetivo de compreender como o professor formador considera formar o professor pesquisador. Os princípios da teoria socio-histórica de Vigotski (2009) orientaram esta pesquisa que compreende que o sujeito se constitui nas relações que estabelece dialogicamente com o outro tendo a linguagem como instrumento de mediação do conhecimento. A concepção de professor pesquisador teve como referencia André (2001,2006), Concham-Smth e Lytle (1999), Lüdke (2000, 2001) entre outros autores. Participaram da pesquisa quatro professores orientadores do Estagio Curricular Supervisionado nos cursos de licenciatura de matemática, geografia, letras e história de uma universidade comunitária. Também participaram dois alunos do último ano de cada um dos referidos cursos. Os dados foram coletados por meio de entrevista e pela análise de documentos institucionais como, por exemplo, o Projeto Pedagógico Institucional, os Projetos dos Cursos de licenciatura, os Programas de Ensino Aprendizagem de Estágio Curricular Supervisionado. A Análise Critica do Discurso de Fairclough (1999) orientou a leitura e a interpretação do corpus da pesquisa. A análise dos dados apontou que as professoras formadoras têm diferentes concepções do que é pesquisa. A formação discursiva advinda das especificidades da disciplina constitui a forma como essas professoras entendem a formação do professor pesquisador. Os documentos institucionais não indicam claramente o que é a pesquisa do professor, embora alguns deles descrevam os procedimentos didáticos que devem ser seguidos para ajudar o acadêmico a desenvolver-se como professor pesquisador. Os acadêmicos ainda compreendem a pesquisa como uma forma de o professor manter-se atualizado, tanto no que se refere ao conteúdo da disciplina quanto às questões pedagógicas. Em comum, professores formadores e alunos reconhecem a importância da pesquisa na atividade docente como possibilidade de desenvolver a autonomia referente aos conteúdos da disciplina e às situações da sala de aula. As professoras relataram algumas estratégias que consideram fundamentais para ajudar a formação do professor pesquisador, as quais também são mencionadas pelos alunos. As mais mencionadas foram: orientação individual, incentivo, questionamento e discussão coletiva. Esta pesquisa demonstrou que a forma como as professoras formadoras entendem e ensinam a fazer pesquisa são afetadas tanto pelas experiências pessoais com a pesquisa como pela cultura institucional. Da mesma forma, os acadêmicos imersos nas múltiplas interações, vão se constituindo discursivamente pela área do seu curso de licenciatura.

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-05-23T17:16:48Z No. of bitstreams: 1 AlineNascimento.pdf: 2696407 bytes, checksum: 665ba8238aae99a193a05082c01bc8a5 (MD5) / Made available in DSpace on 2017-05-23T17:16:48Z (GMT). No. of bitstreams: 1 AlineNascimento.pdf: 2696407 bytes, checksum: 665ba8238aae99a193a05082c01bc8a5 (MD5) Previous issue date: 2016-07-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This narrative and autobiographical nature research addresses the formative processes of a theater teacher / artist / researcher and her initiation into the practice of teaching. It describes the steps taken and the experiences accumulated over the life course, from basic education to vocational training, with an emphasis on the teaching practice in a public elementary school education in São Luís (MA). The memory taken up work led to the construction of a retrospective look at the rethinking of education, artistic practice and teaching, inspiring reflections on events, conditions and subjectivities leading up to and at the same time staked out an investigative process developed for the professional master's degree in Education of Arts. From the participant observation of a school theater group - Behind the scenes, the UEB Prof. Sa Valle - involving documentation of rehearsals and registration of images, among others, and a dialogue with the literature, the focus turns narrative to attempt to contribute to the knowledge on the formation of theater teachers, giving emphasis on artistic production and research on creative behavior. / A presente pesquisa narrativa, de natureza autobiográfica, aborda os processos formativos de uma professora/artista/pesquisadora de teatro e sua iniciação ao exercício da docência. Descreve os passos percorridos e as experiências acumuladas ao longo da trajetória de vida, desde a educação básica à formação profissional, dando ênfase à prática docente em uma escola pública de educação fundamental, em São Luís (MA). O trabalho de retomada da memória propiciou a construção de um olhar retrospectivo sobre o repensar da formação, prática artística e docência, suscitando reflexões acerca de ocorrências, circunstâncias e subjetividades que antecederam e ao mesmo tempo demarcaram um processo investigativo desenvolvido durante o mestrado profissional em Ensino de Artes. A partir da observação participante de um grupo do teatro escolar – Por trás do pano, da UEB Prof. Sá Valle – que envolveu a documentação de ensaios e o registro de imagens, entre outros, além do diálogo com a literatura especializada, o foco da narrativa volta-se para a tentativa de contribuir com o conhecimento referente à formação de professores de teatro, dando ênfase a produção artística e pesquisa sobre as condutas criativas.

Made available in DSpace on 2016-06-02T19:39:53Z (GMT). No. of bitstreams: 1 DissDCS.pdf: 920735 bytes, checksum: ddaaf317eda9092fd41918255310ba29 (MD5) Previous issue date: 2005-02-25 / This research, with qualitative characteristics, involves an autobiographic study inserted into a perspective of continuous formation of the teacher, by means of reflexive practice. It aims at identifying and analyzing: i) the knowledge base which was recognized,transformed and produced by the teacher as researcher; and, ii) the contributions offered by certain interlocutors linked to the educational universe, to consolidate part of this knowledge and to promote reflexive processes. The main theory references which orientated this research were the works of Zeichner (1992, 1993, 1998); Schön (2000), Tardif (1991, 2000, 2002) and Nóvoa (2000). On the other hand, the method used was based on an autobiographic proposal and on interpretative theories of documents of the teacher as researcher. The main activities and procedures include filming the classes, day-by-day written records, and audio record of the reflexive meetings with the interlocutors. During the work, it was possible to observe that the teachers knowledge under development mostly derivate from the background influence generated by family, school and university lives, by the personal/professional experiences in schools, and by the interactions of the teacher and a number of interlocutors she met while working, both in formal training activities and during the research. The teacher developed her practice by creatively exploring the traditional teaching places, bringing up contents of attitude, procedures and concepts, valorizing the discussion and stimulating the interactions and the collective work of the students. The conduction and sustenance of the teachinglearning process is characterized by an articulated sequence of activities, by the development of the didactic contract and by the evaluation of the discipline and progression of learning. Some dilemmas are typical of her professional life, such as the handling of the subject in school time and the development of a teaching technique which consider the reality of the students. The division of the teaching experience allowed the objectivity of several implicit theories. The unbalancing situations caused by the interlocutors created an intense involvement of the teacher with the reflexive process about practice, leading to some discoveries and to the revision of the understanding of teaching. Moreover, they motivated the overcome of some pedagogical illusions and of an individualist perspective of the teaching activity. The teacher-researcher could understand that many of her dilemmas are especially constituted of institutional problems of the Brazilian educational system, which needs more than just the personal reflection of the teachers. This work may offer some clues that the promotion of researches by high school teachers contribute to an increase of the professional development, to the appropriation and improvement of their knowledge base, to a perception of the gaps to be reviewed in a continued process, and to the refining of the decision about becoming a teacher. / Esta pesquisa, de natureza qualitativa, envolve um estudo de cunho autobiográfico inserida numa perspectiva de formação continuada do/a professor/a, pela prática reflexiva. Teve como objetivos identificar e analisar: i) os saberes mobilizados, transformados e produzidos pela professora-pesquisadora e, ii) as contribuições oferecidas por determinados/as interlocutores/as vinculados ao universo escolar ou universitário, para a consolidação de parte destes saberes e para a promoção de processos reflexivos. As principais referências teóricas que iluminaram a pesquisa foram os trabalhos de Zeichner (1992, 1993, 1998); Schön (2000), Tardif (1991, 2000, 2002) e Nóvoa (2000): Por sua vez, o método construído baseou-se na proposta de autobiografia e em teorias interpretativas de documentos da professora-pesquisadora. As principais atividades e procedimentos incluem: registro de aulas por meio de gravações audiovisuais; registros em diário de bordo e anotações e gravação em áudio dos encontros reflexivos com os/as interlocutores/as. No trabalho, foi possível observar que os saberes docentes em construção, em grande parte, decorrem das influências geradas pela história de formação familiar, escolar e universitária, pelas experiências pessoais/profissionais vividas nas escolas e pelas interações da professora com os mais diversos interlocutores(as) que ela encontra no exercício profissional, em atividades formais de capacitação em serviço e durante a realização da pesquisa. A professora desenvolve sua prática procurando explorar com criatividade os espaços tradicionais de ensino; abarcando conteúdos atitudinais, procedimentais e conceituais; valorizando o diálogo e estimulando as interações e o trabalho coletivo dos/as alunos/as. A condução e sustentação do processo de ensino e aprendizagem caracteriza-se por uma seqüência articulada de atividades, pelo desenvolvimento do contrato didático e da avaliação da disciplina e da progressão das aprendizagens. Alguns dilemas são característicos de seu percurso profissional, como a gestão da matéria no tempo escolar e o desenvolvimento de um ensino que considere a realidade dos/as alunos/as. A partilha da própria prática possibilitou a objetivação de muitas teorias implícitas. As situações desequilibradoras provocadas pelos/as interlocutores geraram um envolvimento intenso da professora com o processo reflexivo sobre a prática, levando-a a algumas descobertas e a revisão de compreensões sobre o ensino. Ainda motivaram a superaração de algumas ilusões pedagógicas e de uma certa perspectiva individualista da atuação docente. A professora-pesquisadora pode compreender que muitos dos seus dilemas se constituem, principalmente, em problemas institucionais do sistema de ensino brasileiro, cujo enfrentamento requer mais do que a reflexão pessoal dos docentes. Este trabalho pode oferecer alguns sinais de que a promoção de pesquisas por professores/as do ensino médio contribui para um maior desenvolvimento profissional, a apropriação e aperfeiçoamento de seus saberes, uma percepção das lacunas a serem revistas num processo continuado e o refinamento no entendimento quanto a tornar-se professor/a.

A presente pesquisa versa sobre o aprender a aprender dos diferentes sujeitos/atores em situações de ensino problematizadoras e diversificadas, produzidas na dinâmica do contexto escolar. A aprendizagem, neste estudo, é considerada como um “evento” relacionado à diferentes contextos histórico-culturais, em uma unidade dinâmica, cujos sujeitos-atores estão inseridos, provocando múltiplas situações produtoras da aprendizagem. As situações e as interações entre os sujeitos envolvidos no ato de aprender, foram problematizadas em uma escola pública de Porto Alegre/RS, o Colégio Estadual Júlio de Castilhos, entre 2011 e 2013, junto aos alunos de 1º ano do ensino médio na disciplina de biologia, e a estudantes do Instituto Federal de Educação, Ciência e Tecnologia (IFRS-campus Porto Alegre), do curso de Licenciatura em Ciências da Natureza: Química e Biologia, participantes do PIBID (Programa Institucional de Bolsas de Iniciação à Docência), entre julho de 2012 a dezembro de 2013. Na perspectiva de uma pesquisa em ação, foram analisados os conceitos construídos (os invariantes operatórios), e identificou-se as dificuldades para determinar as situações-problema mais adequadas para promover as conceituações em ciências. Mas nas interações que se estabelecem dialeticamente na escola, o professor também aprende, modifica-se. É na sala de aula que este professor irá desenvolver o seu processo investigativo para aprender a ensinar, construindo conceitos relacionados ao ensino de ciências, em um aprender a aprender. No processo de aprender a aprender, o professor compreende a dinâmica relacionada ao aprender a aprender do estudante. Nas dificuldades da aprendizagem de alunos e professores formados e em formação, a professora investigadora modificou-se através da reflexão sobre as suas próprias dificuldades de aprendizagem para resolver as situações-problema, no enfoque de Gérard Vergnaud (1990), dos campos conceituais. Nesta análise, o conhecimento está organizado em situações-problema, e é a partir da resolução destas situações que os sujeitos que aprendem, desenvolverão as suas conceituações. O contexto de ensino dos formadores de professores também é problematizado nesta pesquisa. Nas investigações de formação inicial e continuada, as situações/contextos sociais direcionaram a aprendizagem em ciências, reforçando a ideia de que aprender a aprender através da ressignificação dos conceitos prévios em situações problematizadoras, é fundamental para aprender a ensinar. Quando não existe esta conexão, identificam-se dificuldades para a aprendizagem do professor, pois ele simplesmente repete sem significação alguns conceitos transmitidos na academia, reproduzindo muitas vezes, a metodologia tradicional de ensino. Constatou-se neste estudo, que um professor que não é formado em um contexto investigativo, onde a sua prática na sala de aula não é o fundamento para elaboração de conhecimentos ressignificados da academia, é um professor que provavelmente, não reconhece como elemento para a aprendizagem de seus alunos, a investigação. Portanto, o aprender e o ensinar ciências se realizam no contexto cuja essência deve ser a investigação, pois é permeado por situações de ensino que se constituem no contexto histórico-cultural dos sujeitos da aprendizagem. As argumentações desta tese foram fundamentadas a partir da reflexão-ação nos referenciais de Vergnaud (1990, 2003), Ausubel (1980, 2000), Vygotsky (!988), Moreira (2002, 2011), Freire (2004), Demo (1999), Nóvoa (1992) e Schön (1997). / The study deals on the learning to learn of the different subjects/actors in teaching situations problematizing and diversified, produced in the dynamics of the school context. Learning, in this study, it is considered as an "event" related to different contexts historical-cultural in a dynamic unity, whose subject-actors are inserted, causing multiple situations producing learning. The situations and the interactions between the individuals involved in the act of learning, were analyzed in a public school in Porto Alegre/RS, the State College Julio de Castilhos, between 2011 and 2013, together with the students of 1ST year of secondary education in the discipline of biology, and the students of the Federal Institute of Education, Science and Technology (IFRS-campus Porto Alegre), of degree course in Natural Sciences: Chemistry and Biology, participants of PIBID (Institutional Program of Scholarships to Teaching), between july 2012 and december 2013. From the perspective of a research in action, were análisados concepts built (the invariant operative), and we identified the difficulties to determine the problem situations most suitable to promote the conceptions in sciences. But in the interactions that are dialectically in the school, the teacher also learns, modifies itself. It is in the classroom that the teacher will develop your investigative process to learn how to teach, constructing concepts related to the teaching of science, in a learning to learn. In the process of learning to learn, the teacher understands the dinâmca related to learning to learn of student. In the learning difficulties of students and teachers trained and training, the teacher researcher has changed through reflection of their own learning difficulties to solve problem situations, at focus of Gérard Vergnaud (1990), in the conceptual fields. In this analysis, the knowledge is organized in problem situations, and is from the resolution of these situations that the subjects who learn, develop their conceptualizations. The context of teaching the teacher trainers also is problematized in this research. In investigations of initial and continuing training, the situations / social contexts has influenced learning in sciences, reinforcing the idea that learning to learn through the Resignification of the previous concepts in problem-solving situations, it is essential to learn to teach. When there not is this connection, identifies difficulties for the learning of the teacher, because he simply repeats without signification some concepts transmitted in the academy, reproducing often many times, the traditional methodology of teaching. It was found in this study that a teacher who is not formed in a research context, where his practice in the classroom not the basis for the elaboration of new meanings of academic knowledge, is a teacher who probably does not recognize as an element for the learning of their students, research. Therefore, the learning and teaching science if perform in the context whose essence must be the research, because it is permeated by teaching situations that is constitute in the historical-cultural context of the subjects of learning. The arguments of this thesis were based from the reflection-action on reference Vergnaud (1990, 2003), Ausubel (1980, 2000), Vygotsky (! 988), Moreira (2002, 2011), Freire (2004), Demo (1999) Nóvoa (1992) and Schon (1997).

A presente pesquisa versa sobre o aprender a aprender dos diferentes sujeitos/atores em situações de ensino problematizadoras e diversificadas, produzidas na dinâmica do contexto escolar. A aprendizagem, neste estudo, é considerada como um “evento” relacionado à diferentes contextos histórico-culturais, em uma unidade dinâmica, cujos sujeitos-atores estão inseridos, provocando múltiplas situações produtoras da aprendizagem. As situações e as interações entre os sujeitos envolvidos no ato de aprender, foram problematizadas em uma escola pública de Porto Alegre/RS, o Colégio Estadual Júlio de Castilhos, entre 2011 e 2013, junto aos alunos de 1º ano do ensino médio na disciplina de biologia, e a estudantes do Instituto Federal de Educação, Ciência e Tecnologia (IFRS-campus Porto Alegre), do curso de Licenciatura em Ciências da Natureza: Química e Biologia, participantes do PIBID (Programa Institucional de Bolsas de Iniciação à Docência), entre julho de 2012 a dezembro de 2013. Na perspectiva de uma pesquisa em ação, foram analisados os conceitos construídos (os invariantes operatórios), e identificou-se as dificuldades para determinar as situações-problema mais adequadas para promover as conceituações em ciências. Mas nas interações que se estabelecem dialeticamente na escola, o professor também aprende, modifica-se. É na sala de aula que este professor irá desenvolver o seu processo investigativo para aprender a ensinar, construindo conceitos relacionados ao ensino de ciências, em um aprender a aprender. No processo de aprender a aprender, o professor compreende a dinâmica relacionada ao aprender a aprender do estudante. Nas dificuldades da aprendizagem de alunos e professores formados e em formação, a professora investigadora modificou-se através da reflexão sobre as suas próprias dificuldades de aprendizagem para resolver as situações-problema, no enfoque de Gérard Vergnaud (1990), dos campos conceituais. Nesta análise, o conhecimento está organizado em situações-problema, e é a partir da resolução destas situações que os sujeitos que aprendem, desenvolverão as suas conceituações. O contexto de ensino dos formadores de professores também é problematizado nesta pesquisa. Nas investigações de formação inicial e continuada, as situações/contextos sociais direcionaram a aprendizagem em ciências, reforçando a ideia de que aprender a aprender através da ressignificação dos conceitos prévios em situações problematizadoras, é fundamental para aprender a ensinar. Quando não existe esta conexão, identificam-se dificuldades para a aprendizagem do professor, pois ele simplesmente repete sem significação alguns conceitos transmitidos na academia, reproduzindo muitas vezes, a metodologia tradicional de ensino. Constatou-se neste estudo, que um professor que não é formado em um contexto investigativo, onde a sua prática na sala de aula não é o fundamento para elaboração de conhecimentos ressignificados da academia, é um professor que provavelmente, não reconhece como elemento para a aprendizagem de seus alunos, a investigação. Portanto, o aprender e o ensinar ciências se realizam no contexto cuja essência deve ser a investigação, pois é permeado por situações de ensino que se constituem no contexto histórico-cultural dos sujeitos da aprendizagem. As argumentações desta tese foram fundamentadas a partir da reflexão-ação nos referenciais de Vergnaud (1990, 2003), Ausubel (1980, 2000), Vygotsky (!988), Moreira (2002, 2011), Freire (2004), Demo (1999), Nóvoa (1992) e Schön (1997). / The study deals on the learning to learn of the different subjects/actors in teaching situations problematizing and diversified, produced in the dynamics of the school context. Learning, in this study, it is considered as an "event" related to different contexts historical-cultural in a dynamic unity, whose subject-actors are inserted, causing multiple situations producing learning. The situations and the interactions between the individuals involved in the act of learning, were analyzed in a public school in Porto Alegre/RS, the State College Julio de Castilhos, between 2011 and 2013, together with the students of 1ST year of secondary education in the discipline of biology, and the students of the Federal Institute of Education, Science and Technology (IFRS-campus Porto Alegre), of degree course in Natural Sciences: Chemistry and Biology, participants of PIBID (Institutional Program of Scholarships to Teaching), between july 2012 and december 2013. From the perspective of a research in action, were análisados concepts built (the invariant operative), and we identified the difficulties to determine the problem situations most suitable to promote the conceptions in sciences. But in the interactions that are dialectically in the school, the teacher also learns, modifies itself. It is in the classroom that the teacher will develop your investigative process to learn how to teach, constructing concepts related to the teaching of science, in a learning to learn. In the process of learning to learn, the teacher understands the dinâmca related to learning to learn of student. In the learning difficulties of students and teachers trained and training, the teacher researcher has changed through reflection of their own learning difficulties to solve problem situations, at focus of Gérard Vergnaud (1990), in the conceptual fields. In this analysis, the knowledge is organized in problem situations, and is from the resolution of these situations that the subjects who learn, develop their conceptualizations. The context of teaching the teacher trainers also is problematized in this research. In investigations of initial and continuing training, the situations / social contexts has influenced learning in sciences, reinforcing the idea that learning to learn through the Resignification of the previous concepts in problem-solving situations, it is essential to learn to teach. When there not is this connection, identifies difficulties for the learning of the teacher, because he simply repeats without signification some concepts transmitted in the academy, reproducing often many times, the traditional methodology of teaching. It was found in this study that a teacher who is not formed in a research context, where his practice in the classroom not the basis for the elaboration of new meanings of academic knowledge, is a teacher who probably does not recognize as an element for the learning of their students, research. Therefore, the learning and teaching science if perform in the context whose essence must be the research, because it is permeated by teaching situations that is constitute in the historical-cultural context of the subjects of learning. The arguments of this thesis were based from the reflection-action on reference Vergnaud (1990, 2003), Ausubel (1980, 2000), Vygotsky (! 988), Moreira (2002, 2011), Freire (2004), Demo (1999) Nóvoa (1992) and Schon (1997).

A presente pesquisa versa sobre o aprender a aprender dos diferentes sujeitos/atores em situações de ensino problematizadoras e diversificadas, produzidas na dinâmica do contexto escolar. A aprendizagem, neste estudo, é considerada como um “evento” relacionado à diferentes contextos histórico-culturais, em uma unidade dinâmica, cujos sujeitos-atores estão inseridos, provocando múltiplas situações produtoras da aprendizagem. As situações e as interações entre os sujeitos envolvidos no ato de aprender, foram problematizadas em uma escola pública de Porto Alegre/RS, o Colégio Estadual Júlio de Castilhos, entre 2011 e 2013, junto aos alunos de 1º ano do ensino médio na disciplina de biologia, e a estudantes do Instituto Federal de Educação, Ciência e Tecnologia (IFRS-campus Porto Alegre), do curso de Licenciatura em Ciências da Natureza: Química e Biologia, participantes do PIBID (Programa Institucional de Bolsas de Iniciação à Docência), entre julho de 2012 a dezembro de 2013. Na perspectiva de uma pesquisa em ação, foram analisados os conceitos construídos (os invariantes operatórios), e identificou-se as dificuldades para determinar as situações-problema mais adequadas para promover as conceituações em ciências. Mas nas interações que se estabelecem dialeticamente na escola, o professor também aprende, modifica-se. É na sala de aula que este professor irá desenvolver o seu processo investigativo para aprender a ensinar, construindo conceitos relacionados ao ensino de ciências, em um aprender a aprender. No processo de aprender a aprender, o professor compreende a dinâmica relacionada ao aprender a aprender do estudante. Nas dificuldades da aprendizagem de alunos e professores formados e em formação, a professora investigadora modificou-se através da reflexão sobre as suas próprias dificuldades de aprendizagem para resolver as situações-problema, no enfoque de Gérard Vergnaud (1990), dos campos conceituais. Nesta análise, o conhecimento está organizado em situações-problema, e é a partir da resolução destas situações que os sujeitos que aprendem, desenvolverão as suas conceituações. O contexto de ensino dos formadores de professores também é problematizado nesta pesquisa. Nas investigações de formação inicial e continuada, as situações/contextos sociais direcionaram a aprendizagem em ciências, reforçando a ideia de que aprender a aprender através da ressignificação dos conceitos prévios em situações problematizadoras, é fundamental para aprender a ensinar. Quando não existe esta conexão, identificam-se dificuldades para a aprendizagem do professor, pois ele simplesmente repete sem significação alguns conceitos transmitidos na academia, reproduzindo muitas vezes, a metodologia tradicional de ensino. Constatou-se neste estudo, que um professor que não é formado em um contexto investigativo, onde a sua prática na sala de aula não é o fundamento para elaboração de conhecimentos ressignificados da academia, é um professor que provavelmente, não reconhece como elemento para a aprendizagem de seus alunos, a investigação. Portanto, o aprender e o ensinar ciências se realizam no contexto cuja essência deve ser a investigação, pois é permeado por situações de ensino que se constituem no contexto histórico-cultural dos sujeitos da aprendizagem. As argumentações desta tese foram fundamentadas a partir da reflexão-ação nos referenciais de Vergnaud (1990, 2003), Ausubel (1980, 2000), Vygotsky (!988), Moreira (2002, 2011), Freire (2004), Demo (1999), Nóvoa (1992) e Schön (1997). / The study deals on the learning to learn of the different subjects/actors in teaching situations problematizing and diversified, produced in the dynamics of the school context. Learning, in this study, it is considered as an "event" related to different contexts historical-cultural in a dynamic unity, whose subject-actors are inserted, causing multiple situations producing learning. The situations and the interactions between the individuals involved in the act of learning, were analyzed in a public school in Porto Alegre/RS, the State College Julio de Castilhos, between 2011 and 2013, together with the students of 1ST year of secondary education in the discipline of biology, and the students of the Federal Institute of Education, Science and Technology (IFRS-campus Porto Alegre), of degree course in Natural Sciences: Chemistry and Biology, participants of PIBID (Institutional Program of Scholarships to Teaching), between july 2012 and december 2013. From the perspective of a research in action, were análisados concepts built (the invariant operative), and we identified the difficulties to determine the problem situations most suitable to promote the conceptions in sciences. But in the interactions that are dialectically in the school, the teacher also learns, modifies itself. It is in the classroom that the teacher will develop your investigative process to learn how to teach, constructing concepts related to the teaching of science, in a learning to learn. In the process of learning to learn, the teacher understands the dinâmca related to learning to learn of student. In the learning difficulties of students and teachers trained and training, the teacher researcher has changed through reflection of their own learning difficulties to solve problem situations, at focus of Gérard Vergnaud (1990), in the conceptual fields. In this analysis, the knowledge is organized in problem situations, and is from the resolution of these situations that the subjects who learn, develop their conceptualizations. The context of teaching the teacher trainers also is problematized in this research. In investigations of initial and continuing training, the situations / social contexts has influenced learning in sciences, reinforcing the idea that learning to learn through the Resignification of the previous concepts in problem-solving situations, it is essential to learn to teach. When there not is this connection, identifies difficulties for the learning of the teacher, because he simply repeats without signification some concepts transmitted in the academy, reproducing often many times, the traditional methodology of teaching. It was found in this study that a teacher who is not formed in a research context, where his practice in the classroom not the basis for the elaboration of new meanings of academic knowledge, is a teacher who probably does not recognize as an element for the learning of their students, research. Therefore, the learning and teaching science if perform in the context whose essence must be the research, because it is permeated by teaching situations that is constitute in the historical-cultural context of the subjects of learning. The arguments of this thesis were based from the reflection-action on reference Vergnaud (1990, 2003), Ausubel (1980, 2000), Vygotsky (! 988), Moreira (2002, 2011), Freire (2004), Demo (1999) Nóvoa (1992) and Schon (1997).

Abstract The Finnish notion of academic, scientific, research-based teacher education has become a frequently referred to idea within the Finnish educational discourses of research, policy, curriculum and practice. This study examines the current discourse of research based teacher education since its emergence during the 1970s reform that ‘scientized’ teacher education. Drawing on Foucauldian approaches of genealogy and governmentality studies, the purpose of this study is to explore the current presence of ‘research’ in Finnish teacher education and consider the effects of the ways in which the notion of research is mobilised in the discourse. The research questions are: 1. How are teacher subjectivities and notions of research constructed, assembled and mobilised in the discourse of research-based teacher education in Finland? 2. What social ideals circumscribe the aspirations for teachers as researchers and research-based teacher education in Finland? The analysis is carried out on academic publications that have been published on Finnish research-based teacher education. The findings, first, point to the discursive insertion of research into Finnish teacher education as a strategy through which to fabricate the teacher as autonomous and as emancipated from tradition. Secondly, the analysis addresses how an array of different significations of research are mobilised in the governing of the teacher as researcher. Thirdly, the analysis draws attention to the Lutheran Protestant legacy of the tradition of Bildung that has influenced the weak incentive for social and political orientations in Finnish teacher education. The effects of a scientific approach to teacher education are visible in the ways research-based teacher education comes to evoke specific teacher inner qualities and dispositions that are aligned with humanist aspirations and ideals for education and social progress. The study provides an alternative way for perceiving of and problematizing research-based teacher education as well as of the often uneasy relationship between teacher training and the university. In this way, the study attempts to complicate conversations and open up alternative ways of engaging with academic knowledge and practices in teacher education curriculum and research. / Tiivistelmä Suomalaista kasvatusta koskevissa tutkimuksen, poliittisten linjausten, opetussuunnitelmien ja käytänteiden diskursseissa viitataan usein akateemiseen, tieteelliseen, tutkimusperustaiseen opettajankoulutukseen. Tässä tutkimuksessa tarkastellaan 1970-luvun tieteellistämisuudistuksen käynnistämää, nykymuotoisen tutkimusperustaisen opettajankoulutuksen diskurssia. Tutkimus ammentaa foucault’laisista genealogian ja hallinnan tutkimuksen lähestymistavoista. Tutkimustehtävänä on tarkastella “tutkimuksen” ilmenemismuotoja nykyisessä suomalaisessa opettajankoulutuksessa sekä näiden diskursiivisia vaikutuksia. Tutkimuskysymykset ovat: 1. Millä tavoin opettajasubjektiviteetit ja käsitykset “tutkimuksesta” rakentuvat, mobilisoituvat ja asettuvat toisiinsa nähden tutkimusperustaisen opettajankoulutuksen diskurssissa Suomessa? 2. Millaiset yhteiskunnalliset ihanteet määrittävät suomalaisen opettajankoulutuksen pyrkimyksiä kohti tutkivaa opettajuutta ja tutkimusperustaista opettajankoulutusta? Tutkimuksessa analysoidaan akateemisia julkaisuja suomalaisesta tutkimusperustaisesta opettajankoulutuksesta. Tutkimustulokset osoittavat “tutkimuksen” ilmentymisen suomalaisessa opettajankoulutuksessa strategiana, jonka kautta tuotetaan autonomisia opettajasubjekteja ja emansipoidaan opettaja tradition vallasta. Toiseksi analyysi tuo näkyviin, millä tavoin “tutkimuksen” eri merkitykset tulevat valjastetuiksi tutkivan opettajan hallinnassa. Kolmanneksi analyysi kiinnittää huomiota luterilaisen protestantismin vaikutuksiin sivistysajattelussa, mikä selittää suomalaisen opettajankoulutuksen heikkoa yhteiskunnallista ja poliittista orientaatiota. Tieteellisen lähestymistavan vaikutukset opettajankoulutukseen ilmenevät siinä, miten tutkimusperustainen opettajankoulutus tulee herättäneeksi opettajan sisäisiä ominaisuuksia ja mielenlaatuja, joita määrittävät humanistiset ideaalit kasvatuksesta ja yhteiskunnallisesta edistyksestä. Tutkimus tarjoaa vaihtoehtoisen tavan hahmottaa ja kyseenalaistaa tutkimusperustaista opettajankoulutusta sekä opettajankoulutuksen ja yliopiston usein ongelmallista suhdetta. Näinollen tutkimus pyrkii syventämään keskusteluja ja avaamaan vaihtoehtoisia tapoja tarkastella akateemista tietoa ja käytänteitä niin opettajankoulutuksen opetussuunnitelman kuin tutkimuksen osalta.