THE SUPERVISED STAGES AND THEIR REFLECTIONS IN THE INITIAL TRAINING IN CHEMISTRY DEGREE

Abstract

Opportunities for learning spaces is an expressive part of the teacher training courses, since it is understood that it is from these places that the students begin to constitute themselves as such, in practice teaching and extension projects are good access doors to the school, but in most cases, it is through the supervised stages that the first steps are taken. In this work we seek to draw a clipping concerning the formation of chemistry teachers, while attending the first two supervised stages, in order to verify the profile of these students and how the initial contact with the school space is reflected in the graduation and the option for teaching as professional career. To that end, the completion reports of 8 students attending the 5th and 6th semesters of the course were interviewed, observed during the evolution of the supervised internships and analyzed. The perceptionof the students in terms of time, their affinity with theory, the knowledge of the particularities of the classes, the acceptance that they are different and that there are no finished answers in the exercise of teaching are perceived in this process, are acquired with the coexistence close to teaching sites and in school spaces. As well, there is no homogeneous profile to be drawn in relation to the students, since each formative experience is individualizing and will give rise to a great diversity of teaching professionals. However, the supervised internships serve as a positive reinforcement to the perception of the activity by the future teachers.