Formação continuada e bidocência como possibilidades de superação das lacunas formativas no ensino de Ciências
DOI:
https://doi.org/10.33871/23594381.2024.22.3.9828Abstract
This work is a qualitative study that used bibliographical research with the aim of verifying how licensed teachers in the areas of Biology, Physics and Chemistry have dealt with the challenges of teaching Science in the initial years of Elementary School. For this purpose, the CAPES and Google Scholar platforms were used. As results, publications are presented that highlighted the need for continued training, co-teaching and joint planning between specialist teachers in the area and pedagogues. As final considerations, we consider the need to expand the offer of continuing education courses that favor the exchange of knowledge between teachers and to promote research with reports of experiences on co-teaching in Science teaching, both with the aim of meeting the needs gaps in initial teacher training.