Pedagogical practices of beginning Science and Biology teachers: academic training, dispositions and scientific competencies

Abstract

This study aims to investigate the pedagogical practices of novice Science and Biology teachers, considering their school and academic socialization processes, the generation and activation of dispositions and competencies in recurring practices mobilized in their professional work. Based on comprehensive interviews (Bourdieu, [1993] 2008) with four teachers from Basic Education, a sociological analysis of their accounts was conducted, focusing on their experiences as students during Basic Education and the Bachelor's degree in Biological Sciences, comparing these experiences with their pedagogical choices as teachers. The described pedagogical practices prioritize laboratory demonstrations, experimental activities, and fieldwork, favoring interactive learning environments and the direct involvement of students in the construction of knowledge. Moreover, the reported practices reflect a concern with developing students' critical capacities, stimulating reflection on environmental and social issues. These practices suggest the cultivation of scientific competencies and dispositions for questioning and critique, driving teachers toward pedagogical innovation. It was also observed the creativity and adaptability of the teachers in response to resource limitations in schools, using alternative materials and improvisations to promote contextualized learning. The participants mobilize skills and knowledge acquired in their undergraduate curriculum, scientific initiation activities, and postgraduate courses. The results indicate the consolidation of dispositions and scientific competencies among the teachers, which are reflected in their accounts of their work in Basic Education, with an emphasis on practical activities.