Alberto Cupane
 | Allychen! Bom dia! Olá! Diswite! These are some forms of greeting in my country (Mozambique) when you meet someone for the first time during the day. After greeting each of you will have time to tell the ‘story’ in inverted comma because we try as hard as we can to make these stories trustworthy. So, let me tell you my story and as Mozambican you know I will be waiting to hear from you. I have been a high school science/mathematics teacher (since 1983) and science teacher educator (since 1992) in Mozambique. As a science teacher educator I have been teaching undergraduate students in the Physics Department at Pedagogical University in Maputo, preparing them to become science teachers. Although I became a teacher by chance, now I cannot dissociate myself from the teaching/learning process. Therefore, my wish is to continue to be a teacher for the rest of my life. I concluded my Master of Science (Science Ed) degree at SMEC in 2003 and my Doctoral degree (PhD) in 2007. My Masters degree was my first opportunity to learn how to include culture in Science/Mathematics Education; how to do research as/for transformative professional development; and how to use autobiographical/narrative/impressionistic genres of Research Writing. In my PhD I have consolidated my understanding of these concepts and practices in such a way that I have become a producer (please see my thesis). My areas of investigations that I developed during my Doctoral degree are: - Transformation in teaching/learning science - Identity and science teaching/learning - ‘Auto/ethnography’ as a research method in the field of science - A cultural perspective of teaching science - Didactic material development for teaching physics - Curricula for science teaqching - Gender in science learning and teaching - Language in science learning and teaching - Physics science My research experience of critical reflective learning helped me to analyse both the development of my own teaching skills and how teachers in Mozambique can develop with their students, based on the centrally defined curriculum, a curriculum that includes Mozambican cultures and that seeks to promote critical scientific literacy in society. By participating in the Culture Studies in Science & Mathematics Education (CSSME) group I understood from professional educators from diverse parts of the world about my culture, other cultures, the relationship among cultures, and transformative educational practices.
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