HIGH SCHOOL CHEMISTRY TEACHER TRAINING: "BEHIND", "IN" OR "BEYOND" TECHNICAL RATIONALITY?

• DOI: 10.22533/at.ed.55832023210610

• Palavras-chave: Teacher education. Chemistry teaching. High school.

• Keywords: Teacher education. Chemistry teaching. High school.

• Abstract:

  This research arose from the need to reflect on the nature of teacher training in a chemistry degree course at a public university, from the perspective of undergraduates. The analysis of the nature of said training was based on the conception of Contreras (2002), specifically on ideas related to technical rationality, practical rationality and the training of teachers as transforming intellectuals. A qualitative study was carried out, using a semi-structured questionnaire as a data collection instrument. The study included 22 students graduating from a chemistry degree course at a public university in São Paulo. Data were analyzed based on Content Analysis, in correlation with ideas taken from Contreras (2002). The research made it possible to understand the perspective of training carried out in the university space in the conception of undergraduates, in order to conclude that the pedagogical training of these students is fragile, below technical rationality.