Potentialities of the implementation process of Multi-Strategic Didactic Units for chemistry teacher education

Abstract

This article intends to expose considerations regarding the importance of the critical reflection movement about the action of the replanning of Multi-Strategic Didactic Units (UDM) of Chemistry teachers in initial training. This is an excerpt from a doctoral research that involved the use and validation of categories a priori to evaluate the Curricular Approach adopted by future teachers when planning and replanning UDM. The case study qualitative research approach was used to characterize eventual changes undertaken in the teaching planning proposal. For that, the content covered, the chosen Methodology and the considerations about the Evaluation in the composition of the replanning were considered as analytical categories. The data generated have the potential to make explicit and characterize the critical reflections undertaken in teaching plans, as well as the ability to stipulate transient positions aimed at consolidating alternative trends with an investigative framework. This is due to the fact that the subjects of this research were mobilized in the face of a proposal that intended to promote transitions and evolutions of professional knowledge, in addition to supporting the constitution of a personal didactic model capable of detaching from traditional perspectives.