As relações sociais que regulam a prática docente no ensino de ligações químicas

Abstract

Our direct experience in a teacher trainingcourse has led us to investigate the practice of the in-training teachers and what they take into consideration (who they interact with) while conducting their classes. The analysis of relations that run through the in-training teacher practice was based on the "pedagogic device" proposed by Basil Bernstein. The in-training teachers' actions in the conduction of their classes on Chemical Bonds were the main focus of this study. The classes were planned based on contemporary teaching trends and some specific instructions which were emphasized during planning. We observed that despite the joint planning of classes, the classes were conducted in different ways by the participants. Half of the participants followed the class plan with minor changes and the other half chose to adopt a class model according to what they had learned in the teacher training course or based on their own experience as students. The investigated students validated some practices that require teacher trainers to perceive and think over.