Abstract

At present, several higher education institutions have adopted a competency-based learning model, the profiles of which are defined as key performances, in accordance with specific professional requirements. This paper presents some results from case studies, carried out in the area of professional performance, in which it describes and characterizes the professional teaching competencies of a group of beginning biology, chemistry, and physics teachers by analyzing their professional teaching practices. In order to do this, eight teachers with only a few years of professional experience were monitored by studying video recordings of classes. Perrenoud's postulates on professional teacher performance competencies were used as a theoretical reference. The results allow the recognition of professional performances associated with specific competencies of different kinds and with a varied presence in the classroom. The findings of this research are intended to provide feedback for training programs for science teachers in the country.