Reflections on the formative experiences of three Chemistry graduates in a supervised internship in elementary school

Abstract

The teacher education of Chemistry based on the reflexivity of teaching practices requires conditions conducive to teaching.​​​​​​​ The objective of this article is to analyze the reflective practices of three Chemistry graduates, conducted during their elementary school internship, regarding face-to-face meetings of the discipline at the university, their observations and conduct at school, and the production of a field diary. Discursive textual analysis was conducted on a corpus made up of reports of their experiences during this internship, derived from writings in field diaries, transcriptions of conversation circles, treated in IRaMuTeQ. There was a delimitation of the internship as a reflective training path, which brings together the school and university, contexts of investigation of the teacher’s work. The teaching actions carried out by them in the conducting stage are similar to the teaching practices promoted by the supervising teacher, according to analyses referring to the observation stage. The beginning of their mandatory curricular internship was considered an opportune time to investigate the practice of the Chemistry teacher.