Glauco Silva
E-mail: glaucosfs@gmail.com
The title of speech for school:
The teacher training (pre-service)
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I am in the second year of PhD in Science Education. In this step, I am taking the disciplines and I will start the data collection in a few weeks. My research environment is undergraduate students in their initial formation physics teacher, especially, who is taking Practice of Physics Teaching 1 discipline. (Funding Resources: CAPES/ Federal funding resource, Phd Supervisor: Dr Alberto Villani, University of São Paulo- São Paulo- Brazil)
The main topic of my PhD dissertation is in the teacher formation at the undergraduate level field. I aim to understand how students become a teacher using Activity Theory, i.e., become physics teacher will be considered these students’ activity. Then, human activity (become a physics teacher in this case) might be organized on triadic relationships: subject–object mediated by tools; subject–community mediated by rules; community–object mediated by social division of labor. Engeström highlighted the organization of activities, allowing us to understand the production, distribution, and exchange (or communication) within human activities. In my study, Engeström’s contribution enables us to understand the process (production, distribution and exchange) between students’ perspectives (beliefs about teaching in their initial formation) and their practice like a teacher.
My master research was focused in the group process, in how a learning group is able, or not, to achieve good results during Physics classes. Some of our questions were: how and when the analyzed groups worked well? Which of the teacher’s interventions were significant to learning? The research was developed with High School students from a private school in the state of São Paulo. The Physics teacher used to ask them to work in groups and he intervened in order to make the group operative. I used the Operative Group like framework to carry out the analysis. Nowadays, I belong a socio-cultural-historical investigation group at University of São Paulo and we are using the Activity Theory to understand how the observation of the teacher’s interventions was essential to promote the changes occurred in the students’ activity. We think the interaction between teacher and students reorganize and redirect the activity, demanding a renegotiation of the objectives and available tools within the activity. Therefore, Activity Theory is used as structural concepts of the mediated action and dialectical relation between human psyche and human activity developments.
I am interested to exchange experiences with PhD students from other countries and to learn more social-cultural-historical perspective in the different and specific context. By the way, I hope to give some contribution reporting what my research group and I are producing in Science Education. I think the interaction with professors and students could help to carry out my PhD research into social-cultural-historical framework.
Conditions and contexts for learning in educational institutions; the conditions and characteristics of work practices and/or their transformation and development; forms of collectivity, community, and participation; the relationship between self and culture from a historical perspective and collective memory because these questions might help me to understand the undergraduate student’s science teaching in initial formation.
- Silva, G., & Villani, A. (2009). Modelos de comunicação do processo grupal. Enseñanza de las Ciencias, Número Extra VIII Congreso Internacional sobre Investigación en Didáctica de las Ciencias, Barcelona, pp. 1001-1006. (Communication models of process group).
- Silva, G. S. F. & Villani, A. (2009). Grupos de aprendizagem nas aulas de Física: as interações entre professor e alunos. Ciência & Educação, 15(1), 21-46. (Learning groups in Physics classroom: the interactions between teacher and students)
- de Barros, J. A., Remold, J., Silva, G. S. F., Tagliati, J. R., (2004). Engajamento interativo no curso de Física I da UFJF. Revista Brasileira de Ensino de Física, 26(1), p63-69. (Interactive engagement in Introductory Physics at UFJF).
Glauco Silva “Becoming physics teacher: an analysis of Teacher Education at USP”