This study aims to identify the didactic models adopted by a group of twenty Chemistry teachers working in state schools in the state of São Paulo, Brazil. In order to obtain that information, the group were asked to answer a questionnaire based on the ideas of García Pérez (2000) whose aim was to provide the elements for the identification of the didac tic model adopted by each particular teacher. The results obtained indi cates that teachers combine different characteristics of the proposed didactic models and develop their own personal didactic model, classified as eclectic (GUIMARÃES, ECHEVERRÍA & MORAES, 2006). These eclectic models combine antagonistic characteristics and may indicate the need for deeper reflection about their conceptions. This study proposes a methodology for the use of this investigative instrument of the teachers' thought.
Didactic models; pedagogical beliefs; professional formation