Resumen

BEDIN, Everton  y  PINO, José Claudio Del. FROM STUDENT TO TEACHER: conceptions and expectation in the initial education of chemistry teachers about Didactic Sequence – DS. Rev. Exitus [online]. 2019, vol.9, n.1, pp.119-147.  Epub 17-Jul-2019. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2019v9n1id718.

Qualifying initial teacher education is a complex task that requires skills and abilities since it is necessary to improve the teaching and learning processes in Basic Education. In this sense, this article intends to present results of an activity developed with the aim of making the teacher in the initial formation, besides being apprentice and judging ideas and critical and reflexive conceptions about teaching methodologies, perceive himself as a teacher, considering the development of a pedagogical workshop in the light of the Didactic Sequence (SD). The data were collected through the observation and application of the questionnaire identified how the pre and post test during the planning, development and synthesis of the workshop. These data were analyzed and interpreted through the Survey and Content Analysis and are presented through the Statistical Package for the Social Sciences (SPSS) for Windows program. In the end, initial teacher education is recognized as a broad professionalization strategy, indispensable to implement a policy of improvement in Basic Education, characterizing the teacher as a facilitator in the construction of the student's knowledge through his action in his formation, because with the DS application the teacher is able to facilitate the understanding of the scientific content to the student through different modules, enabling the complete detailing of this in different didactic materials.

Palabras clave : Didactic Sequence; Teacher Conception; Teaching methodology.

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