In this article, principles of one model for male and female Science teacher formation are discussed, considering as its basis the dialogical and critical reflection on concepts and practices, between the teacher and his/her tutor. The dialogical reflection takes place due to problems located in a concrete environment, which are scrutinized in the light of modern theoretical references regarding to the learning-teaching process of Sciences. The model is based on socioconstructivist currents and, very specially, on studies about the role of self-regulation and learning metacognition. The principles discussed are illustrated with transcription fragments of dialogues obtained through model experiencing in a progressive formation project for Biology secondary teachers in Rio Grande (RS), Brazil.

In this article, principles of one model for male and female Science teacher formation are discussed, considering as its basis the dialogical and critical reflection on concepts and practices, between the teacher and his/her tutor. The dialogical reflection takes place due to problems located in a concrete environment, which are scrutinized in the light of modern theoretical references regarding to the learning-teaching process of Sciences. The model is based on socioconstructivist currents and, very specially, on studies about the role of self-regulation and learning metacognition. The principles discussed are illustrated with transcription fragments of dialogues obtained through model experiencing in a progressive formation project for Biology secondary teachers in Rio Grande (RS), Brazil.