Metacognitive Experiences In The Training Of Future Chemistry Teachers

In this study, we investigated the metacognitive experiences of undergraduate Chemistry students during a curricular component of Teaching Practice and Supervised Internship. We analyzed the students’ manifestations regarding the planning, execution, and autoscopy of microteaching, guided by a questionnaire and an interview. Based on the data collected, we identified central terms related to metacognitive experiences, present in the students’ responses. We used discursive textual analysis and mapping of metacognitive experiences to organize and analyze the information. We found manifestations related to the categories: feelings, subjects, contexts, task specificities, estimates, and memory judgments. Furthermore, we observed that the metacognitive experiences activated the students’ metacognitive skills, supported by their knowledge about teaching. After the autoscopy, there was a reorganization of ideas, allowing new inferences about their experiences. These results highlight the importance of metacognitive reflection in the professional development of undergraduate Chemistry students.

Key words:
Teaching learning; Supervised internship; Metacognition; Chemistry