Resumo

RAMALHO, Climéria; OLIVEIRA, Maria Marly de  e  NASCIMENTO, Ernandes Rodrigues do. Evidence of teacher engagement in continuing education of science and biology teachers. Rev. Diálogo Educ. [online]. 2023, vol.23, n.79, pp.1450-1466.  Epub 22-Fev-2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.079.ao05.

Continuing education is a complex field of discussion that involves overcoming challenges to engage teachers in their practices. Although little explored in Brazilian literature, teacher engagement is considered a parameter to evaluate the success of educational practices, according to international literature. The research was conducted within the scope of the Regional Management of Southern Metropolitan Education of the State Education Network of Pernambuco, involving science and biology teachers who started experiencing a continuing education model using active methodologies. The study starts from the following question: What is the possible influence of a networked continuing education model that uses active methodologies on the engagement of science and biology teachers? To answer this question, we set two objectives: to identify the evidence of teacher engagement present in the continuing education model and to analyze teachers' perception of their engagement in relation to the experienced training process. The research presents a qualitative exploratory and descriptive approach. To construct the data, we used documentary analysis, application of a questionnaire, and an interview in the form of a Dialectical Hermeneutic Circle (DHC). Data treatment was performed through Interactive Dialectical Hermeneutic Analysis (IDHA) with data triangulation. As a result, we identified that the continuing education model presented evidence that led to teacher engagement with their training process, such as the training themes, the connection of training to scientific events at the university, the role of the trainer as a mediator of the process, a look at training needs, and collaborative methodology present in training. Other results also show that many teachers perceived themselves as engaged in the training process over time. In this sense, we can conclude that the training methodology was the main motivating element of training and stood out as an essential factor in promoting teacher engagement during the training process.

Palavras-chave : Continuing Education; Teacher Engagement; Active Methodologies.

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