Perceptions of Chemistry undergraduates about the planning and execution of experimental lessons in the context of the supervised internship

Abstract This study seeks to investigate the perceptions of Chemistry undergraduates about the planning and execution of experimental lessons in the context of their Supervised Internship. The research data were analyzed in light of the M(P) teacher's matrix, an instrument that allows for the study of epistemic, personal and social relationships with content, teaching and learning. Through the analytical process, the presence of analytical units was identified in all the sectors of M(P), and the perceptions of the pairs were similar, focused on a more epistemic perspective and on teaching management, with the exception of the execution phase of the D2 pair. We noted that the actions of the undergraduates in planning and execution were affected by the relationships with the teacher trainer, the school context and/or with the experimental activity. We understand that the study can contribute to the Supervised Internship as a possible way to guide the practice of future teachers.