ABSTRACT
The purpose of this article is to present the results obtained in the investigation of a chemistry degree course at a public university. Theoretical references on teacher professionalization, identity and curriculum were used, particularly cultural studies and sociological approach. The qualitative methodology is based on the discursive textual analysis of data collected through 71 questionnaires applied to teacher-training undergraduate students and interviews with six of them, plus with six graduated chemistry teachers. The analysis suggests that the course's current curriculum induces professionalization aimed to research in chemistry (bachelor's profile). It concludes that the professors have to change their practices in order to break the current model, which devalues the professional training aimed to chemistry teaching for youth, an activity that is considered of less importance to many of them.
KEYWORDS
teacher education; teacher professional identity; teacher training course in chemistry