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Background: Giving up prescriptive views on the teacher’s action in the classroom is necessary for a better understanding of the teaching work. We are also faced with the absence of works that address teaching action under an investigative bias in initial teacher education. Objectives: identify and categorise the actions intended and performed by preservice teachers in a chemistry class, looking for implications for teacher education. Design: the study fits into a qualitative-interpretative research perspective. Setting and Participants: The data analysed comes from the monitoring of chemistry teaching degree students in the Supervised Teaching Practice discipline and their teaching in a 9-grade class in a public school. Data collection and analysis: data collection took place through different instruments: lesson plans and audio and video recordings of the classes, that enabled interpretations based on the assumptions of the textual discursive analysis. Results: for the actions intended, a small set of five actions was identified (question, write, explain, organise, identify). The actions carried out, on the other hand, include a larger set of 13 actions and, mainly, microactions, made possible by the actions intended. There is a convergence between the actions initially planned and development in the departments, and the emergence of specific actions in the context of the Supervised Practice. Conclusions: Such results indicate the importance of categorising the actions of the undergraduate students in a chemistry class, resulting in a set of actions not yet identified in other studies, and discussing the importance of the Teaching Practice in the constitution of elements of the teaching work.

The Supervised Teaching Practice and the Preservice Teachers’ Intended and Performed Actions in a Chemistry Class