Programas de formação inicial de professores: análise das produções científicas publicadas na revista química nova na escola

Abstract

The aim of this study was to analyze publications on initial teacher education programs for Chemistry teachers from 2018 to 2024 in the journal Química Nova na Escola (QNEsc). The methodology used was a documentary analysis of indexed publications in this journal, focusing on the following teacher education programs: Pedagogical Residency Program (PRP), Institutional Program of Teaching Initiation Scholarships (Pibid), and Others, considering the frequency of publications and the main topics addressed. The results indicated that Pibid and Others were the most discussed, with four publications each, addressing themes such as the impact on professional development, collaboration, and integration with local curricula. In contrast, the PRP had only one publication, focusing on the effectiveness and challenges of the program. Based on this study, we consider that although initial teacher education for Chemistry has received attention, there is a research gap, particularly concerning the PRP, highlighting the need for further studies that thoroughly explore the impact of these programs on teacher education and educational practice. Keywords: Chemistry teachers. Initial training. Education.