CONTINUING EDUCATION AND SCHOOL REALITY: TEACHING CONCEPTIONS ABOUT INCLUSIVE SCIENTIFIC EDUCATION

dc.contributorUniversidade Estadual Paulista (UNESP)
dc.date.accessioned2022-04-28T17:21:23Z
dc.date.accessioned2022-12-20T00:36:42Z
dc.date.available2022-04-28T17:21:23Z
dc.date.available2022-12-20T00:36:42Z
dc.date.created2022-04-28T17:21:23Z
dc.date.issued2021-01-01
dc.identifierNuances-estudos Sobre Educacao. Presidente Prudente: Univ Estadual Paulista Julio Mesquita Filho, Fac Ciencias & Tecnologia, v. 32, n. 1, 20 p., 2021.
dc.identifier2236-0441
dc.identifierhttp://hdl.handle.net/11449/218501
dc.identifier10.32930/nuances.v32i00.9117
dc.identifierWOS:000748497200008
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5398635
dc.description.abstractThe present research had the general objective of investigating whether Science and Biology teachers promote inclusive education and what are the factors that help them or that prevent them from acting in the face of this reality. The research is characterized as qualitative, so that the data collection technique was a semi-structured interview, with nine Science and Biology teachers. The analysis of this information was carried out following the principles of content analysis and the data show that teachers recognize the urgency of offering continuing education courses, which consider the real training needs arising from the school reality, especially about school inclusion and the education of Science and Biology.
dc.languagepor
dc.publisherUniv Estadual Paulista Julio Mesquita Filho, Fac Ciencias & Tecnologia
dc.relationNuances-estudos Sobre Educacao
dc.sourceWeb of Science
dc.subjectInclusive education
dc.subjectContinuing teachers education
dc.subjectScience and biology
dc.titleCONTINUING EDUCATION AND SCHOOL REALITY: TEACHING CONCEPTIONS ABOUT INCLUSIVE SCIENTIFIC EDUCATION
dc.typeArtículos de revistas


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