Weaknesses in the training of chemistry teachers: (in) training for teaching organic chemistry

Abstract

This work aimed to identify tendencies of thoughts about the formation of teachers in Chemistry with a focus on different aspects related to the teaching of Organic Chemistry. It starts with the assumption that teacher education should be anchored in models that consider pedagogical content knowledge as one of the most important dimensions of these professionals' knowledge, as it promotes the articulation between Science and Didactics, allowing each content to become understandable to students. To meet the objectives of this research, interviews were conducted with three different groups of subjects: future chemistry teachers, teacher trainers and basic education teachers. The data obtained show that Organic Chemistry is still expensive for (future) Chemistry teachers and that many of the problems in the school reflect the weaknesses of the initial training of these professionals.