This study focuses on a process of shared reflection between researchers and science teachers. We investigated how in this process, conceptual change about the role of the science teacher in the mediation of scientific knowledge in school context occurred. For this, the discussions between subjects were observed, audio recorded and transcribed. The data were interpreted according to a theory and methodology based on the historical-cultural development of human beings, adopting the microgenetic analysis to investigate the process of this shared reflection. The results show that certain aspects characterize the conceptual development of teachers, especially as regards their role in arousing the interest of the students in learning the content and in the construction of meaningful content for students.
Science Teaching; Teacher training; Social interaction; Teaching-learning