Abstract

ARRIGO, VIVIANE; LORENCINI JUNIOR, ÁLVARO; BROIETTI, FABIELE CRISTIANE DIAS  and  FREIRE, LEILA INÊS FOLLMANN. DEVELOPMENT OF THE PEDAGOGICAL CONTENT KNOWLEDGE (PCK) OF A PRE-SERVICE CHEMISTRY TEACHER IN THE SUPERVISED INTERNSHIP. Educ. rev. [online]. 2022, vol.38, e33826.  Epub Feb 10, 2022. ISSN 1982-6621.  https://doi.org/10.1590/0102-469833826.

The present study focuses on the development of the pedagogical content knowledge (PCK) of a pre-service Chemistry teacher, in the context of the Supervised Internship. Our objective was to identify and characterize the knowledge developed by the pre-service teacher from the perspective of PCK when planning and implementing teaching activities in the Teaching Internship. During this process, the discussions with the pre-service teacher were audio recorded, transcribed and analyzed based on discursive textual analysis. Then, we interpreted the emerging categories based on Shulman's model of PCK and on other models that unfolded from it. The results found reveal that during the planning, the PCK was mobilized having as its starting point the content knowledge, which supported the mobilization of other knowledge of the base, such as the general pedagogical knowledge and the context knowledge, according to the teaching purposes, the characteristics of the adopted teaching strategies and the teaching situations already experienced with the students. After the classes were taught, we realized that there was an expansion of the pre-service chemistry teacher's PCK through a reflexive process that gave rise to five categories: Learning, Participation, Planning, Teacher-student interaction and Pedagogical Content Mediation, which we understand to represent aspects that were already part of the PCK and which were expanded through the validation of the pre-service teacher's own practice. We argue, therefore, that the development of the PCK, in this case, occurred in an intermediate way between the integrative and the transformative model proposed by Gess-Newsome (1999).

Keywords : Chemistry teaching; pedagogical content knowledge; pre-service teacher education; Supervised Internship.

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