Analysis and concepts of references of communities of practice focused on training chemistry teachers

Abstract

We investigate research involving the articulation between Communities of Practice (CoPs) and the formation of Chemistry teachers. We made a time frame of 5 years (2015-2020) to identify how the theoretical and methodological aspects of CoPs are re-signified in such research. To this end, we characterize how research discusses and gives new meaning to engagement, shared repertoire and joint project. From the analysis, it was possible to identify that communities of practice are understood as possible spaces for teacher education. In general, we believe that training based on CoPs can contribute to the construction of different teaching knowledge, built on engagement and participation.