INFLUENCE OF SELF-ANALYSIS AND REFLEXIVE PERSCRUTATION OF PRIE-SERVICE TEACHERS THROUGH VIDEO RECORDING IN CHEMISTRY TEACHERS EDUCATION

In this work, we present an approach on methodology of teaching where pre-service chemistry teachers are required to analyze sequences of digital video of chemistry teaching in real classrooms. We utilize discourse analysis to help pre-service chemistry teachers to reflect on their pedagogical strategies and discursive interactions. The results showed that the integration of video analysis on the pre-service chemistry teacher training is an important methodological tool on professional development of chemistry teachers.