Resumo

LOURENCO, LUÍSA MARIA GERALDES  e  BAPTISTA, MÔNICA LUÍSA MENDES. COLLABORATION IN INQUIRY: A PATH FOR THE PROFESSIONAL DEVELOPMENT OF PHYSICS AND CHEMISTRY TEACHERS. Rev. Comunic [online]. 2017, vol.24, n.1, pp.83-98. ISSN 2238-121X.  https://doi.org/10.15600/2238-121X/comunicacoes.v24n1p83-98.

The professional development of teachers as a phenomenon of change over time can happen in a process that crosses a change of individual and collective change, with a view to greater professionalism. If a change is a process, it is at the same time a product, the result of a learning process that includes new ways of thinking and understanding the practice when faced with numerous problems, many of which are of great complexity. Being a complex professional activity, there is a whole advantage of using the efforts of a work team in which the various teachers work together on a basis of equality so that mutual help can be achieved to reach the same objectives. This article reports a study that aims to understand how the collaboration enhances the professional development of Physics and Chemistry teachers. In this context, we created a collaborative group with an intervention project (IP) based on the conception and implementation of inquiry in the classroom. Data were collected using interviews, video-recordings and log notes, both from the sessions of the IP and from the lessons of accomplishment of inquiry. The results showed that the collaborative work promoted the achievement of learning related to the nature and conception of inquiry and its conduct in the classroom.

Palavras-chave : PROFESSIONAL DEVELOPMENT; COLLABORATIVE WORK; INQUIRY.

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