Da Licenciatura à prática docente: contribuições da formação inicial no processo de construção da identidade do professor de Química

Abstract

Over the past few decades, teacher training has become a consolidated subject of study in various educational spheres. Studies developed since the 1990s have made teacher training the focus of intense debate. From this perspective, this study aimed to analyze the contributions of initial teacher training to the process of constructing the identity of Chemistry teachers. This research adopts a qualitative, exploratory, and non-structural approach. Data collection involved the use of a mixed-method questionnaire (Gil, 2021) online, using the Google Forms platform. The information obtained through the questionnaire was interpreted based on a priori analytical categories, considering the correspondence between the study objectives and the questions posed to the participants, undergraduate Chemistry students. Data analysis was based on the content analysis proposed by Bardin (2016). Response organization and analysis considered the previously listed categories: Undergraduate Teachers' Conceptions of Teacher Identity; Influence of the Teacher Trainer; Contributions of the Training Process Offered by the Investigated Program; and Knowledge of the Course Pedagogical Plan. The findings of this study revealed that recognizing and valuing these experiences is essential for developing teachers who are more aware, committed, and prepared for the challenges inherent in the chemistry teaching-learning process.