FOMENTANDO A FORMAÇÃO DOCENTE DE PÓS-GRADUANDOS EM QUÍMICA: UM ESTUDO DE CASO NA DISCIPLINA DE ESTÁGIO DOCÊNCIA

PROMOTING THE TEACHER EDUCATION OF POST-GRADUATE STUDENTS IN CHEMISTRY: A CASE STUDY IN THE DISCIPLINE OF INTERNSHIP TEACHING. The objective of this work was to identify evidences related to the teacher knowledge and professional identity characteristics developed by post-graduate students in Chemistry during a discipline of Teaching Internship and Teaching Methodology in Chemistry from a Federal University. The activities carried out were leaned on the discussion of chemistry teaching aspects, planning, developing and reflection about teaching experiences. The teacher education process was analyzed by students themselves by means of metacognitive reports that was employed as data research and examined using content analysis to investigate their teacher knowledge development. The results pointed out the appropriation as much teacher knowledges as aspects of teacher professional identities: search for a flexible and singular didactic-pedagogical profile; belief in constant training/qualification; difficulties and social obligation of the profession. Such results show that the activities proposed can be useful and adaptable to the reality of each post-graduate program in Chemistry. The approach is an opportunity and an incentive for post-graduate students to seek other teaching qualifications during the journey to become a university professor. Despite having contributed to teacher development, just a discipline is not enough to encompass the complexity of this process.

Keywords:
internship; professional identity; teacher training; post-graduation