THE ROLE OF "TEACHING PRACTICE" COURSES IN THE TRAINING OF CHEMISTRY STUDENTS AT VALE DO ACARAÚ STATE UNIVERSITY

Abstract

Despite enrolling in Teaching Practice (TP) courses, many Chemistry undergraduates demonstrate didactic challenges, while others without formal pedagogical training develop effective teaching-learning processes. This study investigated the relevance of the courses Teaching Practice V and VI in the training of Chemistry students at Vale do Acaraú State University (UVA), analyzing their contribution to professional preparation. Participants included 23 students who had completed the courses, which emphasize methodologies such as ICT (Information and Communication Technologies), STSE (Science, Technology, Society, and Environment) approaches, ludic activities, and lesson planning. The qualitative and empirical research revealed that the courses enhance trainees’ ability to link pedagogical theories with practice, fostering critical reflection on teaching. Although some participants are not yet active in the field, most emphasized that the courses strengthen the preparation of innovative lessons and adaptability to diverse educational contexts. The findings suggest that TP courses not only enrich the curriculum but also stimulate creativity and teaching autonomy, moving beyond traditional models. However, the study indicates that pedagogical effectiveness also depends on factors beyond formal training, such as intrinsic skills and extracurricular experiences.