The Pibid and the professional development of teacher educators in Chemistry

This paper shows and discusses the results of a survey of teacher educators in chemistry that coordinate or coordinated Pibid projects in the state of Bahia. Its main aim was to check how the project in question has enabled the professional development of these teacher trainers. To do this, we obtained the testimony of eight educators from several universities based on a questionnaire built up with few open questions and related to the purpose of the research. The analysis followed a qualitative approach which, through contrast and comparison between the data and in dialogue with the literature found on the issue of higher education teacher training, made it possible to obtain the categories of meaning and significance that helped to answer our research question. The results highlight the importance of the research groups on teaching chemistry as instances that favor the professional development of teacher educators and also in the institutions where they work through Pibid. The statements also indicate political positions of educators in relation to the degree in the hierarchy of undergraduate courses of the Faculties and Institutes of Chemistry. It is hoped that this paper contributes to the reflection on strengthening the institutionalization of Pibid in Brazilian universities.