Resumo

FREIRE, Leila I. F.  e  FERNANDEZ, Carmen. Novice chemistry teachers and the development of PCK of oxidation-reduction: influence of initial tranning. Educ. quím [online]. 2014, vol.25, n.3, pp.312-324. ISSN 0187-893X.

The learning of teaching starts from the theory, observation of the practice of teacher educators and experiences as students. The aim of this research is to elucidate the theoretical elements from disciplines and practical aspects of the trainning action of teacher educators that are incorporated by student teachers to their Pedagogical Content Knowledge (PCK) on the subject oxidation-reduction. For this we conducted a multiple case study with eight teacher formers and three pre-service chemistry teachers. Data is based on interviews, CoRe, evaluative materials and student notes produced during the disciplines. The results indicate that all teacher formers, regardless of área, influence the PCK of their students. This influence appears in the specific content, in the way of acting, in the teaching-learning conceptions and during the different ways to drive teaching activities. Thus, elements of disciplines and theoretical aspects of teaching practice trainers are embedded in PCK of undergraduates.

Palavras-chave : student teachers; oxidation-reduction; teacher trainers; pedagogical content knowledge.