Supervise stage in chemistry: formative reflections from the regency

Abstract

The supervised stage is essential in the formative process of teachers, as it consolidates professional experiences that allow reflections and constructions of the professional identity of teachers, and the regency one of those experiences with the potential to observe difficulties and reflect the formative process. Thus, the objective was to analyze and reflect formative demands of class of undergraduates in chemistry from difficulties observed in supervised stage conducting, using a qualitative and exploratory approach, with structured observation as a data collection instrument, focusing on the contentes conceptual, teaching strategies and resources used and lesson planning regarding the organization of the didactic sequence and adequacy to time. Regarding formative reflections, it was understood that undergraduates need formation that values ​​chemistry education more also for the teaching of chemistry, due to the observation of conceptual errors and difficulties in using teaching strategies. Regarding the time and organization of classes, considering that it is the last stage, the need for more articulation and space in the formative process of teaching experiences was evident.