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This work aimed to analyze, considering a methodology based on the experience and reflection process during the initial teacher training, the development of professional knowledge having as reference the concept of Pedagogical Content Knowledge (PCK), with focus on knowledge related to teaching strategies. Starting on a contextualize training proposal, focused on the practical experience of teaching strategies, we sought to investigate the knowledge of future teachers about the simulated jury strategy, seeking a teaching situation in which the graduates lived and reflected on the proposal. Data were collected from an instrument called SCoRe, developed on other instruments used in research on the recognition of professional knowledge and through semi-structured interviews. Collected data were analyzed through the discursive textual analysis and the relationship with PCK models reported in the literature. Through the descriptions and representations elaborated by the future teachers, it was observed that they mobilized different categories of knowledge not only linked to the proposed strategy but also related to the limits and possibilities in relation to the classroom context. It was possible to associate reflections produced with knowledge categories, and with the development of professional practice.

Análisis del conocimiento sobre estrategias de enseñanza de futuros profesores de química: vivencia como alumno y reflexión como profesor