DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE (PCK) OF A PRE-SERVICE CHEMISTRY TEACHER IN THE SUPERVISED INTERNSHIP

• Autor(a) principal: Arrigo, Viviane
• Data de Publicação: 2021
• Outros Autores: Lorencini Júnior, Álvaro, Broietti, Fabiele Cristiane Dias, Freire, Leila Inês Follmann
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/2242
• topic: ensino de química; conhecimento pedagógico do conteúdo; formação inicial de professores; estágio supervisionado; chemistry teaching; pedagogical content knowledge; initial teacher training; supervised internship

The present study focuses on the development of pedagogical content knowledge (PCK) of a pre-service chemistry teacher, in the context of the supervised internship. Our goal was to identify and characterize the knowledge developed by the pre-service chemistry teacher from the perspective of the PCK when planning and implementing teaching activities in the conducting internship. During this process, discussions were recorded on audio, transcribed and analyzed based on textual discursive analysis. Then, we interpret the emerging categories based on Shulman's model of the PCK and on other models that unfolded from it. The results found reveal that during the planning, the PCK was mobilized having as its starting point the knowledge of the content, which supported the mobilization of other knowledge of the base, such as the general pedagogical and the contextual one, according to its teaching purposes, the characteristics of the adopted teaching strategies and the teaching situations already experienced with the students. After the classes were taught, we realized that there was an expansion of the pre-service chemistry teacher's PCK through a reflexive process that gave rise to five categories: Learning, Participation, Planning, Teacher-student interaction and Pedagogical Content Mediation, which we understand to represent aspects that have already they were part of their PCK and which were expanded through the validation of their own practice. We argue, therefore, that the development of the PCK, in this case, occurred in an intermediate way between the integrative and the transformative model proposed by Gess-Newsome (1999).