Analysis of the mobilization of teaching knowledge from reports produced by future teachers in chemistry after three-phase autoscopy

The present research sought to investigate the mobilization of the teaching knowledge of the future chemistry teachers of the UniversidadeTecnológica Federal do Paraná. After the three-phase autoscopy, a practice that allows for individual reflection, developed in the course Supervised Practical Internship 2, the students elaborated reports for the case study with the objective of analyzing what teachers' knowledge was mobilized from the experience lived in this internship. The organization and interpretation of the data, was based on the Content Analysis, based on the theoretical references of Bardin (2011) and Moraes (1999). Thus, for the analysis of the reports, the categories were defined a priori from the classifications of Shulman (2004). The result of this research, showed that the supervised internship is an opportune moment for the students to reflect on their pedagogical actions, as well as to potentiate the mobilization of the necessary teacher knowledge for the professional performance.