OBBICE AND PARTNERSHIP OF MASTER TEACHERS IN PROFESSIONAL DEVELOPMENT IN SCIENTIFIC EDUCATION

This investigation, as part of a completed master's research, aims to understand the needs, difficulties and future perspectives of teachers taking a master's degree in professional development activities for teachers from the perspective of teaching by investigation. For this, we adopted a qualitative approach guided with individual interviews recorded in audio and video and transcribed from two master's teachers (PMe1 and PMe2) in science education. The proposed question: which obstacles and parsimony do master's students conceive in professional teacher development, as well as their perspectives as research professors? It was found through the analysis of the content of the transcribed speeches the existence of contrasts in the training process. The first contrast shows conflicts and anguish in the face of investigative learning, the second contrast appears when the clear need for meaningful learning for teaching activities and training continuity is revealed in their reflections. It is necessary to face situations for professional development with investigative postures that are more consistent in the process of self-training and with a view to to be a researcher.