Potentialities of reflective microteaching in the pre-service education of Chemistry teachers
DOI:
https://doi.org/10.35699/2237-5864.2021.34412Keywords:
Graduation, Learning opportunities, Reflective practiceAbstract
Microteaching is a procedure for teacher education that promotes a simulation of teaching practice in a learning situation. In undergraduate courses, it is usually characterized by the filming of a class taught by a student to their respective colleagues and a teacher trainer, with subsequent analysis of the footage by the participants. Considering microteaching as a means of practicing teaching with a view to pre-service teacher education based on the epistemology of practice, we established the following objectives for this study: I) To examine the potential of a reflective microteaching experience for the pre-service education of Chemistry teachers; and II) To identify learning opportunities promoted from this reflective microteaching experience. The analytical procedures were performed according to Bardin’s Content Analysis (2011) and data collection took place through a reflective questionnaire. The results indicate the promotion of different learning opportunities, such as: comparison; understanding; criticism; identification; observation; organization; perception; proposition; recognition; and reflection on different aspects of teaching practice.
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