TEACHING PRACTICE OF CHEMISTRY TEACHER EDUCATORS: WHAT RESEARCH REVEALS?

Abstract

Teaching at the university level implies knowledge that contributes to this exercise, as well as specific and pedagogical knowledge about one's field of study and the subjects to be taught. This text analyzes what has been researched about the teaching practice of teacher educators in chemistry degree programs. In this research, a bibliographic study was carried out of articles from the CAPES Journal Portal, Redalyc and SciELO, in the journals Revista Docência do Ensino Superior, Cadernos de Educação, Química Nova, ReSBEnQ, REDEQUIM, from 2018 to 2023. The data were analyzed using Textual Discourse Analysis (TDA), which resulted in two categories, one a priori and the other emergent: i) Teaching decision: the starting point of teaching practice; ii) Focusing on challenges: a trend in educational research. Among the results, the articles analyzed made it possible to identify that the discussions about teacher educators permeate the obstacles faced at the university and the implications for the organization and implementation of teaching action. With regard to the choice of subjects to be covered, it was found that teachers establish their own criteria, which sometimes differ from the curriculum of the pedagogical project of the course. In conclusion, this research shows that there is a tendency for research to address the difficulties faced by teachers, as well as the lack of articles that discuss the difficulties faced by teachers.