DIDACTIC MODELS OF TEACHER TRAINERS OF THE DEGREE COURSE IN CHEMISTRY IN MATO GROSSO

• Autor(a) principal: Silveira Gonçalves, Andreza Estéfane
• Data de Publicação: 2019
• Outros Autores: RodrigoAlves, Handerson, Damasceno Ribeiro, Marcel Thiago, Chaveiro Soares, Elane
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/522
• topic: Formação de Professores de Química; Professores Formadores; Modelos Didáticos; Formation of Teachers of Chemistry; Teacher Trainers; Didactic Models

This article seeks to understand the teaching and learning processes in Chemistry, and Teacher Training, and which composed part of the text of the research of the monograph work entitled: Teaching Models of Teachers Trainers of the Degree Course in Chemistry in Mato Grosso developed in the semester 2017/1. In this sense, in order to understand the explicit and non-explicit conceptions that shaped the pedagogical practice of each teacher, this study starts from the problematization guided by the following questions: what is the difference between a researcher chemist and a chemistry teacher chemist? And what is the predominant didactic model assumed by these teacher educators? The research participants were nine professors of the reference area of the Degree in Chemistry course of a Higher Education Institution in the state of Mato Grosso. In order to record information, it was decided to apply an instrument to identify the probable didactic model of the teachers who teach in the reference area, and an exploratory questionnaire and participant observation. Among the results, it is shown that teachers have an eclectic didactic model, thus revealing a blurring of their views on the teaching and learning process in chemistry.