Chemistry teacher training courses have been undergoing restructuring, encouraged by changes in legislation and various research in the educational area. This work presents an overview of the regulations, which in recent years has been considering the importance of including reflective practices during initial training courses, by increasing the workload of internships and the implementation of the “Practice as a Curricular Component” (Prática como Componente Curricular). In the light of these regimentation, through a documentary analysis, we investigate aspects related to the structure of the teacher education curriculum in two undergraduate chemistry courses, which are presented as courses with different curriculum structures, especially the percentage of hours devoted to specific activities that differentiate from the bachelor’s degree for the course as a whole and the distribution of these activities over the 4 years of the course. We identified resistance in change the structure of the curriculum to disassociate the teacher training courses from the baccalaureate. It was also investigated the profile of teachers for both institutions, which are similar and show that the majority of teachers have a bachelor profile, raising a question about the training of teacher educators.