Analysis reveals life stories shape professional identities in undergraduate chemistry education, suggesting new research directions.
Life stories as a way of doing research have helped to break away from positivist conceptions in research on/with teachers, giving new meaning to what they have experienced. Thus, this study sought to construct a State of the Question on studies dealing with the life stories of chemistry teachers, using articles, theses and dissertations from four sources. Of the 1,296 initial results, only 11 scientific productions were selected, grouped into three analytical categories, which revealed the investigative and training potential of these studies. The majority of the studies are recent, from 2020 onwards, with a predominance of investigations into the life stories of Chemistry teachers in Basic Education or Chemistry undergraduate students, focusing on the construction of their professional identities and their teaching know-how. The studies converge on the potential of the study of life stories for an understanding of the self and the other, in which the personal and professional dimensions are inseparable.
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Silva et al. (2025) studied this question.
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