Being a teacher: conceptions of chemistry students

Abstract

This research aims to identify some ideas that students who have recently joined a chemistry graduate course have about the educational practices that are undertaken in the classroom, we used the narrative as a tool for this research. The students were invited to imagine themselves as teachers of chemistry and reported one day as teachers. Despite the subjective character of the analysis, the stories they told allowed us to identify solid stereotypes about the teacher and student, as well as the content present in lessons.