Understandings about supervised internship in the initial training of chemistry teachers: literature narrative review

Abstract

This article presents the results obtained through a literature search carried out in the Google Scholar and SciELO. The search was carried out using the terms: “supervised internship” or “initial training” or “teacher” and “teaching of chemistry” and “teacher training” and “teaching”. For the analysis, a narrative review of the literature was carried out, to cover relevant studies on the subject and to understand which challenges can interfere in the adequate training of Chemistry teachers, as well as which approaches can be used to improve the pedagogical training process . In addition, it was possible to observe that many of the insecurities of the students of the degree in Chemistry are related to the teaching of science in school, since it is not an area of their domain. It can also be highlighted the way in which the Supervised Internships are conducted, based on observation and with little practice , which can make training difficult. In this way, the study contributes to provoking new reflections and dialogues on how Internships in Chemistry can be conducted, provoking adequate initial training, through significant teaching practice, making students protagonists of the learning process and training professionals to work in teaching chemistry.