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Ensaio Pesquisa em Educação em Ciências

versão impressa ISSN 1415-2150versão On-line ISSN 1983-2117


MANTEROLA, Carlos. What they think of education and what do the teachers college. Ens. Pesqui. Educ. Ciênc. [online]. 2011, vol.13, n.1, pp.139-155. ISSN 1983-2117.

This paper aims to identify the “explicit theories” and “implicit” that have academics on teaching and assessing whether there are differences between them. To examine the implicit theories were observed and recorded sixteen hours of classes 6 teachers, which were transcribed and analyzed. To identify the explicit theories answered a questionnaire, whose questions reflected the theories of teaching. A simple statistical study by the frequency of questionnaire responses reflected the theories that say keep teachers. The analysis of the recordings of the speech of the teacher in the classroom was conducted in two phases: a speech by separating the educational activity to form the unit of analysis, and, second, characterizing each activity codes that can be positioned any of the five selected theories of teaching. It concluded that teachers “say” in preference to keep active and constructive theories, while in his classroom practice reflect preferably a traditional theory with features of the technique and active theories. The contradiction between what is defended orally and what is done could not be more distinct. In light of these results, we must rethink the concept of teacher training.

Palavras-chave : Implicit Theories; Higher Education; Teaching; Teacher Training.

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