Resumen

JANERINE, Aline de Souza  y  QUADROS, Ana Luiza de. The development of teacher identity among Chemistry undergraduates: an immersive teaching experience. Ciência educ. [online]. 2022, vol.28, e22017.  Epub 19-Mayo-2022. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320220017.

The current debate on the training of science teachers has pointed to a tendency for recent graduates to primarily rely on practices based on the transmission/reception of information, without paying due attention to making sense of such information. This study was developed to analyze the contribution of a teaching experience to the development of teacher identity and to overcoming the traditional model of transmission/reception of knowledge. To do that, we involved a group of Chemistry undergraduates in context-based teaching and promoted a reflective process on their own practice. This experience fostered moments of crisis and redefinition of teaching practices, favoring the formation of new teacher identities.

Palabras clave : Chemistry teaching; Professional identity; Teacher training.

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