In this study, we analyze processes of construction of relationships between theory and practice in teacher education. The investigation took place in a content-specific methods course in a biology-teaching program. The course was offered in a Biological Sciences Institute, addressing health teaching in elementary education. We investigated aspects of social practices in different activities of the discipline and sought to characterize the knowledge addressed. We adopted a qualitative approach with a naturalistic design. The analyses were initially based on models of teacher education discussed in the literature. Results indicate that the relationship between theory and practice varied according to the activity developed. Despite the prevalence of biological knowledge, we identified evidence of the professor's concern with educational and contextual knowledge, as well as with knowledge about students.
Theory and Practice; Science Teacher Education; Social Practices; Teachers'knowledge; Methods Courses
