Theacher professional developoment: na integrative review in Science

Authors

DOI:

https://doi.org/10.33871/23594381.2025.23.2.9903

Abstract

The construction of teaching professional development (DPD) can be carried out individually and collectively, through strategies that facilitate reflection on teaching practice. This investigation aims to identify the contributions and implications in the construction of the DPD in the literature. For this, an integrative review was carried out on two platforms (CAPES Portal and Oasisbr), with a time frame of the last five years. Eight articles, two dissertations and two theses were analyzed, in which contributions from pedagogical practices were found for the construction of DPD, demonstrating the reflection and reconstruction of professional identity. As well as identifying the difficulties and challenges that teachers face in the search for DPD, feeling insecure or even complacent with their actions. However, there is a need to change the training perspective, providing DPD opportunities in an effective and egalitarian way, with the use of new educational practices and without leaving aside the wishes of the teaching staff.

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Author Biographies

Francieli Luana Sganzerla Baldissera, Universidade Federal do Pampa - UNIPAMPA, Uruguaiana, Rio Grande do Sul, Brasil.

Degree in Biological Sciences - Degree from the URI Campus of Erechim/RS. Specialist in Natural Sciences: Training Practices and Processes at UNIPAMPA Campus Dom Pedrito/RS. Master and Doctoral student of the Graduate Program in Science Education: Chemistry of Life and Health at UNIPAMPA Campus Uruguaiana/RS. Member and Researcher of the Study Group on Nutrition, Health and Quality of Life (GENSQ) at the Federal University of Pampa - UNIPAMPA Campus Uruguaiana/RS. Lines of research: Teaching and learning in Science teaching, Science Education and Teaching, Active Methodologies, Teaching Professional Development.

Bruno De Alencastro Louzada, Universidade Federal do Pampa - UNIPAMPA, Uruguaiana, Rio Grande do Sul, Brasil.

Degree in Natural Sciences, with specialization in Biology/Physics and Chemistry, at the Federal University of Pampa. Master's student in the Postgraduate Program in Science Education (PPGECi) offered by the Federal University of Pampa. Participant of the G-MEGA research group – Mega Potentializing Group for Meaningful Teaching-Learning and participant of the CONECTA research group – Sciences and Technology.

Fernanda Fettermann Kist, Universidade Federal do Pampa - UNIPAMPA, Uruguaiana, Rio Grande do Sul, Brasil.

Bachelor of Nursing (2013) from the Federal University of Pampa (UNIPAMPA), Uruguaiana campus. Master in Nursing- UFSM (2015), PhD in Science Education (2020) from the Federal University of Rio Grande do Sul (UFRGS). Performs post-doctoral internship at the Federal University of Pampa, Uruguaiana Campus. She is currently a Nurse in the municipality of Barra do Quaraí. Member of the Study Group on Nutrition, Health and Quality of Life (GENSQ) and the Study and Research Group on Public Health Management (GEPGESC).

Vanderlei Folmer, Universidade Federal do Pampa - UNIPAMPA, Uruguaiana, Rio Grande do Sul, Brasil.

Bachelor in Physiotherapy, Bachelor in Literature (Portuguese / English), Specialist in Specialized School Attendance, Master in Science Education and Doctor in Biological Sciences. He is currently Full Professor at the Federal University of Pampa - Campus Uruguaiana. He has experience in the areas of Education in Science and Biochemistry, working mainly with the following topics: Active Teaching-Learning Methodologies and Interdisciplinarity in Science Teaching.

Mara Regina Bonini Marzari, Universidade Federal do Pampa - UNIPAMPA, Uruguaiana, Rio Grande do Sul, Brasil.

Graduated in Chemistry Degree (UFSM, 2008), Specialization in Chemistry Teaching Methodology (UNINTER, 2020), Master in Chemistry (UFSM, 2010) and Doctorate in Sciences - Concentration Area Organic Chemistry (UFSM, 2014). She is currently an Adjunct Professor at the Federal University of Pampa - Campus Uruguaiana, working in the undergraduate course in Natural Sciences - Degree and in the Graduate Program in Science Education: Chemistry of Life and Health.

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Published

2025-08-29

Issue

Vol. 23 No. 2 (2025): Ensino & Pesquisa

Section

Artigos

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