| Summary: | This research has its focus on the initial reflective training of a student of a degree course for Chemistry Teachers, during the microteaching activities, developed in the discipline of Supervised Internship. For the implementation of the proposal we integrated the phases of the microteaching to the stages of autoscopy, proposing the biphasic autoscopy, procedure performed to the data collect and to the reflexive intervention with the students. It was developed in two phases, interactive and post-active. In this context, the objective of the research consisted in characterizing how students give meaning to their thoughts and how these can interfere on the construction of their teaching profiles. The results got come from the analysis, interpretation and systematization of the data from the reflective "moments” described by Schön. Based on the analysis of the reflections we identified four "moments" of alert in the reflective student practice, however, we found that the alert 1, concerning the difficulty found by her on the approach of the content was responsible for the occurrence of other alerts along her microteaching. Thus, we infer that the alert 1 featured a situation/element of surprise that she did not framed along the lines of what she has learned to treat as normal, so it was necessary to establish a reflexive dialogue with the educative situation to set up such a problem through an answer that was not ordinary and spontaneous. In this situation, while restructuring her strategies of actions, the student acknowledged the problems arising from the teaching practice, from her difficulty in how to approach the content. Through the analyzes carried out we recognized the potentialities of integrating to the microteaching the autoscopy, as a way of enabling reflective moments related to the teaching practice on the training of future teachers.
|
|---|
