ABSTRACT:
The initial teaching education has been discussed in order to highlight their legal requirements, the future responsibilities of professional teacher in the current school context and how this education is offered at the universities and other similar institutions. We present in this research, in the form of a case study, the aspects that potentiate co-teaching in teacher initial education and the possibilities for the development of teaching practices in the interdisciplinary perspective, providing an example on the importance of fluctuation for life on the planet. To help the understanding of the concepts that permeate this research, we seek to dialogue with some authors, such as: Shulman, Roth and Boyd, Pombo and Bakhtin. Our research subjects, who enabled the triangulation of the data collected, are two university teachers, one of them in Physics and the other in Biology and seventeen graduates of the Biology, Physics and Pedagogy courses, gathered in an elective discipline. We used, as a methodological course, the video-recording resources of the classes in co-teaching action, together with the students, and the LIEC laboratory of a public university in Rio de Janeiro as an initial education environment. From the data, were constituted some episodes that explain moments of co-learning between the teachers with the students and among them, of the different areas, and analyzed in the light of the ideas of Bakhtin.
Keywords:
Teacher initial education; Interdiscipinarity; Co-teaching; Science teaching; Discourse analysis