THE INFLUENCE OF “EAR” VALIDATION PROCESS OF TEACHING SEQUENCES ON PRE-SERVICE CHEMISTRY TEACHER PREPARATION

The teacher training, in the scope of the practical rationality model, must enable a rational-practical and grounded knowhow to act in intrinsically complex teaching situations. We support that the didactic-pedagogical planning based on the research and the school objective reality, materialized on structured teaching plans, can be a fundamental element in pre-service chemistry teacher preparation. Giordan developed a model based on the sociocultural perspective to support the elaboration of Teaching Sequences (TS), which is named Topological Model of Teaching, and is based on the Theory of Mediated Action. This paper aims to investigate the influence of the EAR (elaboration, application and redesigning) validation process of TS on the quality of didactic-pedagogical planning of pre-service chemistry teachers. This is a qualitative documentary research that used two different versions of chemistry TS produced by pre-service chemistry teachers in the context of the Institutional Program of Scholarship for Teaching Initiation (PIBID) developed in the Institute of Chemistry of UNESP, Araraquara, São Paulo, Brazil. The data showed significant advances in the TS redesigned that became more cohesive with the problematization, fulfilling the role of structuring element throughout all didactic activities. This increase can be attributed to the assessment process of TS from different perspectives, inserted in this virtuous cycle of EAR movement, which is fundamental to relate the disciplinary contents to pedagogical theories, approximating the theoretical planning and concrete professional practice, as well as developing an investigative attitude about the didactical activities.