Education of Chemistry Teacher Mentors for Educational Equity

Abstract

Given the global relevance of the 2030 Agenda for Sustainable Development (SD), this project is linked to SDG-4, specific to education, aiming to analyze the effects of iterative cycles of implementation, based on the principles of educational equity (EE) in the education of chemistry teacher mentors. Teacher Education for EE is specifically based on goal-4.c, which is aimed at increasing the number of qualified teachers, including through international cooperation, involving developing countries. In this process, the supervised internship (SI) is pointed out as an essential education moment, although the need for effective collaboration between Higher Education Institutions (HEI) and schools is still problematic, as well as the strengthening of a closer relationship between the teacher mentor (TM) - responsible for receiving undergraduate students - and the teacher educator. In this sense, this research proposes to investigate how to educate chemistry teacher mentor, from the perspective of EE, to act in the supervision and co-education of future chemistry teachers. In order to operationalize the investigation, we established the following secondary questions: 1) how can a education design based on educational equity qualify the practice of supervision and co-education of future chemistry teachers? 2) what are the impacts of developing repeated cycles of the design implementation on the mentoring practice? To achieve the research problem, Design-Based Research (DBR) is proposed as a research design and as sources of information: subjects, documents and spaces. As data collection instruments for each type of information source, the following will be used: 1. Observations; 2. Recordings; and 3. Reflective Interviews and Focus Groups. Due to the large volume of textual information generated after transcription procedures, we will employ the principles of Content Analysis Method to analyze the qualitative data generated. It is expected to generate robust scientific evidence about an innovative approach to chemistry teacher mentoring with a specific focus on promoting EE, so that they can act more effectively in the co-education of future chemistry teachers, in the context of SI. (AU)