Abstract

The article presents a reflection derived from a systematic review of literature on initial teacher training (ITT) and the implementation of socio-scientific issues (SSI), as an essential tool in the ITT of science teachers, with emphasis on chemistry teachers in formation, as a population study of the research project that supports this reflection. SSI stand out as an opportunity to contribute to scientific literacy (SL) with democratizing goals of science, beyond functional SL, especially in a post-pandemic context, characterized by the need to innovate in methodologies to develop motivation and critical thinking, valuing scientific knowledge in context and territory, for responsible citizenship. The integration of SSI into the ITT challenged traditional and dogmatic practices, moving towards a contextually relevant education. The reflection is situated in the Chilean context, with the objective of stressing the ITT in science and its purpose.