Resumo

PARGA-LOZANO, Diana Lineth; DENARI, Gabriela Bueno  e  CAVALHEIRO, Gabriela Castro Silva. Pedagogical content knowledge of nature sciences and mathematics teachers: analysis based on curriculum design. Ens. Pesqui. Educ. Ciênc. [online]. 2017, vol.19, pp.463-483. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172017190117.

The pedagogical contentknowledge (PCK) is a field of study that contributes to teacher training and improving educational quality. In this sense, the objective was to characterize the natural science and mathematics teachers’ PCK when they make curricular designs and propose criteria for teacher training in order to develop more desirable curricula. We conducted a qualitative descriptive research, focused on content analysis on units and / or educational projects built by two groups of postgraduate teachers. Most of the analyzed curricular designs are focused on disciplinary knowledge, little addressing the psycho-pedagogical knowledge and leaving aside metadisciplinary and contextual knowledge. Therefore, a teacher’s training focused for the articulation of outlined knowledge with the pedagogical practice is required.

Palavras-chave : Pedagogical Content Knowledge; Curriculum Design; Instructional Design.

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