Novice chemistry teachers and the development of PCK of oxidation-reduction: influence of initial tranning

Abstract

The learning of teaching starts from the theory, observation of the practice of teacher educators andexperiences as students. The aim of this research is to elucidate the theoretical elements from disciplinesand practical aspects of the trainning action of teacher educators that are incorporated by studentteachers to their Pedagogical Content Knowledge (PCK) on the subject oxidation-reduction. Forthis we conducted a multiple case study with eight teacher formers and three pre-service chemistryteachers. Data is based on interviews, CoRe, evaluative materials and student notes produced duringthe disciplines. The results indicate that all teacher formers, regardless of área, influence the PCKof their students. This influence appears in the specific content, in the way of acting, in the teachinglearningconceptions and during the different ways to drive teaching activities. Thus, elements ofdisciplines and theoretical aspects of teaching practice trainers are embedded in PCK of undergraduates.