ADVENTURES OF SELF-TELLING: OWN WRITING AND TEACHER EDUCATION FOR DISTANCE CHEMISTRY
Life's history. Biographical narratives. Supervised Internship in Chemistry Teaching. Distance education.
Formation Memorials
This doctoral study deals with the narratives presented in the student training memorials under supervised internship conditions of a distance learning course in Chemistry at UFRN. Therefore, we defend the thesis that the presuppositions of knowledge and experiences of the Supervised Internship in Chemistry Teaching (ESEQ) narrated in the Training Memories by the trainee teachers of the course will serve as explanatory models in understanding the identity of this professional. In addition, we argue that the Formation Memorials elaborated by the students present different visions of the internship making, so the correlation of their life history with their formation process for the construction of the teaching identity can be evidenced in the narrative of the ESEQ's doing. Therefore, the objective of this study is to analyze how the students of the Distance Degree in Chemistry course articulate, in their (self) biographical narratives, the life story with the initial formation in the process of constitution of the teacher identity. Therefore, we used the qualitative descriptive approach research from the interpretative paradigm, using document analysis as a data production technique and content analysis as a strategy for categorization and discussion of results. With these procedures we chose three axes of analysis, which are: From want to be: the ways to become a teacher of chemistry by distance education; How We Became Chemistry Teachers: Difficulties, Adaptations, and Staying in Distance Learning and “Talking about internship is reliving my classroom experience” —the adventures in schools.