Primary teachers’ perception of the importance of practical and experimental teaching and its evolution in an in-service training context
DOI:
https://doi.org/10.21814/rpe.27920Keywords:
Experimental teaching, Teacher training, Teachers’ perceptionAbstract
Aiming to know the perceptions of teachers about experimental teaching and its evolution with an in-service training proposal, participants were asked phrases about the importance attributed to this type of methodology, at the beginning and end of the training process, as well as what they highlight as novelty in training and the difficulties of application in their teaching. After the training process, participants showed an increase in references to the underlying model, namely the students’ knowledge and programmatic content as hypotheses to be investigated, as well as the relationship between theory and practice and the relevance of learning in life contexts. Coherently, novelty is perceived by its contribution to their preparation, methodological preparation, by the articulation of theoretical reflection with the practice of activities in a training environment, as well as the work climate that provides dialogue and sharing. Despite the expression of need for more training, the difficulties are essentially perceived in the institutional framework, in the domain of management and organization at the school level, and in the need for more didactic proposals in experimental teaching.
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