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Pensamiento educativo

versão impressa ISSN 0717-1013versão On-line ISSN 0719-0409

Resumo

JARA C., Roxana. The Performance of Beginning Sciences Teachers: The Professional Competencies Developed During the First Years of Professional Experience. Pensam. educ. [online]. 2020, vol.57, n.1, pp.1-18. ISSN 0717-1013.  http://dx.doi.org/10.7764/pel.57.1.2020.2.

Nowadays, several higher education institutions have adopted a competency-based learning model, whose profiles are defined as essential performances, according to specific professional requirements. This article shows some results of a case study, developed in the professional performance scope, in which it describes and characterises the professional teaching competencies of a group of biology, chemistry and physics beginning teachers analysing the professional teaching practices. For this, eight professors with few years of professional experience were monitored, through the study of film recorded classes. Perrenoud’s postulates on professional teacher performance competencies were used as a theoretical reference. The results allow recognising professional performances associated with specific competencies of a different kind, and with a varied presence within the classroom. The implications of this research are to provide feedback to the training programs for science teachers in the country.

Palavras-chave : beginning teachers; professional teaching competencies; sciences.

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