ABSTRACT:
What motivated this investigation is the idea that although students of teacher training courses engage in important theoretical discussions, they do not always act differently from what their teachers used to. Our project placed Chemistry teachers in training into procedures to prepare and develop their own classes based on contextualized themes that were deployed in three classes in High School. These classes were analyzed collectively, in evaluation meetings, seeking to promote a reflective process. For this, the classes and evaluation meetings were recorded in video. In this article we analyze the contributions of the reflective process in understanding the role of the teacher in a classroom. We observed expressive results in the appropriation of their theoretical studies (discursive interactions, nature of Science and pedagogical link-making), based on the teaching performance of each student. This study brings important implications in understanding the teacher formation, mainly for curricular stage.
Keywords:
training; Reflective process; Collective evaluation
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Soaurce: authors