The use of a reflective diary during the elaboration of a sequence of classes to favor a reflexive formation of teachers of chemistry in a context of process of oriented reflection

Abstract

Discussions about improving teacher education are been done, such as the Oriented Reflection Process (PRO), which may enable teachers in training and in acting, mediated by a more experienced teacher, to reflect and self-analyze their practices. In this context the use of field diary as an instrument of constant reflection is notable. Thus, two reflexive field diaries wrote by pre-service teachers, participants in PIBID-Química, were analyzed. The students reflected about themes and discussions experienced in formative meetings. Thus, the pre-service teachers evaluated individually and in a group their diaries, aiming to categorize the purpose of the use of the diaries on the reflexive meetings, according to Zabalza (2004). In this way, the two diaries analised were classified as mixed, since they present class organization, description of activities, dilemmas and reflections, that fomented moments of criticism, discussions and self-analyzes, being fundamental to improve initial teacher training.

Keywords

• processo de reflexão orientada
• diário de campo
• formação reflexiva de professores