Reflections on the observation of teaching practice in supervised internships in a Degree in Chemistry

Abstract

This article aims to analyze a specific stage of the initial formation of teachers, the observational internship, seeking to characterize the teaching, learning and evaluation elements presented by the undergraduates throughout the development of the proposed activities and to highlight the understanding and difficulties of future teachers when trying to solve problems. For this purpose, the reports of the observational internship of eleven undergraduate Chemistry students were analyzed. As a result, we evidenced that, by articulating the elements of observation and focused on the interactions between teachers and students, as well as on how teachers organize the teaching and learning processes and the evaluation, the undergraduates begin to reflect on important aspects of the teaching practice, revealing the problems and potentialities related to the teaching models adopted by the teacher. In this context, we reinforce the importance of internships for undergraduates, as long as they are thought of as collective spaces for reflecting on the challenges of teaching and on the social role of the school and teachers.