View of the trainers in Chemistry Degree about Practice as a Curriculum Component

Abstract

The initial training of teachers in undergraduate courses is a recurring agenda, given the constant changes in the scenarios involving teachers, students and the teaching and learning process. In this alignment, practice as a Curricular Component represents the possibility of dialogue with teaching practice during the undergraduate course. This article is the clipping of the master's thesis in Professional in Education and has as a research question: what are the conceptions about practice as a Curricular Component pointed out by the coordinator and training professors of the undergraduate course in Chemistry? The purpose of this article is to know the conceptions that the coordinator and training professors of the undergraduate course in Chemistry and Institute X have about practice as a Curricular Component. The investigation is part of the qualitative approach and was developed by the procedures of the case study, and the empirical production took place through semi-structured interviews. The results showed that the practice as a Curricular Component allows contact with educational practice, the development of teaching activities, the articulation between theory and practice, sharing experiences, critical reflection on the practice itself.