Analysis of pre-service science teachers' perceptions about their teaching competencies.

Abstract

In pre-service teaching, educational research on teacher identity contributes to understanding teacher learning and development, exploring the process's interconnections and socio-cultural nature. In this sense, the inquiry facilitates the pre-service teachers' identity development since it favours reflective learning and professional practice processes. Therefore, to provide tools for improving professional teacher development, this work presents a sequence of activities using a SWOT matrix to identify and reflect on the level of competence acquired by Physics and Chemistry pre-service teachers. The subsequent analysis of the results offers a broad vision of the perception of the actual grade of professional development accomplished within the Master's Degree in Secondary Education Teaching.