Teaching Internship: a look at didactic modalities in botany teaching

ABSTRACT: This article investigates the influence of the teaching methods used by higher education botany professors on the teaching practices of undergraduates in schools. It is based on the premise that pedagogical approaches, which are often theoretical and content-centered, are reproduced by future educators and contribute to perpetuating botanical imperceptions in society. The aim was to survey the teaching methods used by Biological Sciences undergraduates during their teaching internship to teach botany. Documentary analysis was carried out on the texts of high school internship reports. Content Analysis revealed a predominance of expository-dialogue classes, solving exercises and practical activities, with a preference for the use of playful resources and scientific texts. The creativity of the interns stood out, showing a tendency to propose more interactive and contextualized teaching strategies, breaking with traditional teaching.