The Pedagogical Content Knowledge (PCK) of a Chemistry Student Teacher: An Experience in Pre-Service Education

The aim of this study was to analyze the development PCK a Chemistry student teacher, from university in southern Brazil, during teaching activities Supervised Internship. theoretical basis adopted theory proposed by Shulman (1986, 1987) and some models that unfolded it. Data collection occurred through audio recordings discussions took place between teacher educator planning after their implementation. These were transcribed teacher’s speeches analyzed based on discursive textual analysis. During planning, mobilization had as starting point content knowledge, which supported other knowledge base, such general pedagogical context, influenced purposes strategies situations experienced with students. After classes taught, presented itself reflective process gave rise five categories: Learning, Participation, Planning, Teacher-Student Interaction Pedagogical Content Mediation, particularities part expanded validation practice itself. Therefore, we defend association integrative transformative Gess-Newsome (1999).