This proposal describes a research-based internship to study teacher's chemistry Pedagogical Content Knowledge (PCK) at the University of Bremen, Germany. Our main interest is learn how to promote professional development through pedagogical content knowledge. This knowledge is what distinguishes a teacher of other professions, it is the knowledge that enables teachers to make subject matter understandable for learners. Due to its characteristics it is important try to develop it during teacher training courses and, in this way, there is a need to analyse the development of teachers PCK as a result of an intervention, for example, a training course. This study intends to investigate and analyse how the development of PCK occurs in Germans chemistry teachers enrolled in a teacher education program for Chemistry teachers. In parallel we will conduct interviews with a few teachers from each of the phases to identify what different teachers are doing and how PCK is influencing the practice of teachers at different stages of their career. In this sense it is a cross-level study. After that we intend to develop a course for Brazilian chemistry teachers and compare the development of PCK at both contexts. Analysis will examine what ideas teachers learn and draw on during the tasks of teaching: planning, working with students, and reflecting. For the data analysis, we will be using pre-established categories presented in the literature models of teacher knowledge in order to be able to analyse the development of chemistry teachers' PCK and compare both group of teachers.
News published in Agência FAPESP Newsletter about the scholarship: