Biology teachers’ conceptions about the teaching profession
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Abstract
The article examines the conceptions and practices of Biology teachers over the course of their professional activity, in order to explore dimensions of the specific content knowledge as well as pedagogy. The theoretical basis of the study examines the teacher’s perspective on theoretical knowledge and school knowledge. The participants were six Biology teachers at different moments of their careers. Following the theoretical perspectives, it has been utilized qualitative methodological techniques, such as questionnaires, interviews and direct classroom observations, including fieldwork diaries and videotaping recording. The Biology teachers’ conceptions were organized into two analytical categories: «fulfill a mission» and «contribute to a social project». These ideas reinforce that teaching is linked to other aspects that go beyond the simple transmission of biological contents. This study suggests that producing educational knowledge requires teachers to negociate the meanings of their practices in order to adjust them to school aims.
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