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<p>In pre-service teacher training it is not enough to simply inform the degree candidates about teaching methods. It is necessary for the pre-service teachers to engage with selected methods in real contexts, which we comprehend as the starting point for the construction of epistemic practices. We present the constructive process of epistemic practices through the analysis of discursive interactions of a group of pre-service teachers and how the texts as material objects supported the group’s intellectual work to create the practice. Interactional, intertextual, contextual, and consequential actions influenced the construction of the epistemic practice of argumentation based on prior knowledge and text interpretation, and produced consequences for the knowledge legitimized by the group. The appropriation of contents and discussion of evidence-based knowledge elucidated the role of informative texts, which allowed pre-service teachers to propose and legitimize knowledge. This study exposes the need to more carefully consider materials in teaching and learning processes, and to examine the relations that pre-service teachers establish with the class materials provided. This unique methodological choice of analyzing epistemic practices, with a focus on the process of justifying knowledge and its relation to socio-scientific texts, contributes to new research perspectives in the field of Science Education.</p>

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Epistemic Practices Created by Discursive Interactions between Pre-service Chemistry Teachers

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月10日

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  • Tatiana Costa Ramos,
  • Fernando César Silva,
  • Paula Cristina Cardoso Mendonça

摘要

In pre-service teacher training it is not enough to simply inform the degree candidates about teaching methods. It is necessary for the pre-service teachers to engage with selected methods in real contexts, which we comprehend as the starting point for the construction of epistemic practices. We present the constructive process of epistemic practices through the analysis of discursive interactions of a group of pre-service teachers and how the texts as material objects supported the group’s intellectual work to create the practice. Interactional, intertextual, contextual, and consequential actions influenced the construction of the epistemic practice of argumentation based on prior knowledge and text interpretation, and produced consequences for the knowledge legitimized by the group. The appropriation of contents and discussion of evidence-based knowledge elucidated the role of informative texts, which allowed pre-service teachers to propose and legitimize knowledge. This study exposes the need to more carefully consider materials in teaching and learning processes, and to examine the relations that pre-service teachers establish with the class materials provided. This unique methodological choice of analyzing epistemic practices, with a focus on the process of justifying knowledge and its relation to socio-scientific texts, contributes to new research perspectives in the field of Science Education.