THE CONSTRUCTION OF THE IDENTITY OF CHEMISTRY TEACHERS BASED ON SCIENTIFIC HERITAGE EXHIBITED IN MUSEUMS

Abstract

Starting from the understanding that science and technology museums are formative and pedagogical spaces, this study aims to identify the construction of the identity of chemistry teachers in initial training, based on the scientific and technological heritage exhibited in museums. Through an explanatory model on the contribution of museums to the formation of a teacher’s identity based on heritage, combined with content analysis techniques, portfolios from a cohort of undergraduate chemistry students who took a course titled “Teaching Practice in Non-Formal Spaces” were analyzed. The results indicate that it was possible to identify the teacher’s identity based on heritage, recognizing in their reports the relationship between heritage and chemical knowledge, pedagogical knowledge, as well as intercultural and historical practices.