La física para los profesores de física: culturas de origen y las prácticas de los docentes en un Profesorado universitario en Física

Abstract

Physics for physics teachers: cultures of origin and the practices of teachers in a Physics Teacher Program In the Physics Teacher Program, in which this research is carried out, there are teachers whose culture of origin includes teacher training and others who do not. Their teaching practices seem to differ in accordance to that origin and reflect teaching conceptions in accordance to their initial training. We propose to explain similarities and differences in the physics taught in this program, by teachers whose culture of origin is fundamentally distinguished in their didactic training. We will delve into the pedagogical content knowledge and the didactic transposition that each case studied presents, since we observe differences not only due to the culture of origin but also to their previous trajectories as teachers. Our main interestlies in the need to gather data to strengthen this theoretical framework on the cultures of origin, in order to investigate a posteriori regarding the implications that could be derived for the training of students. The present work is framed, methodologically, in a multiple case study, which allowed us to adequately address the complexity of the object of study, as well as the analysis of the data provided by the interviews and class observations. On the other hand, certain documentation available such as class planning, laboratories and examination syllabi, was the subject of a documentary analysis, allowing greater consistency, by way of triangulation, to the main results of this study. Our conclusions suggest that the teachers involved, physicists and physics teachers, agree that the physics taught to future teachers has its own characteristics that differentiate it from that developed in the initial training of physicists. From the evidence presented, we were able to propose that these differences are related to the cultures of origin of the teachers and to their previous teaching experience. We could not, however, affirm that there is agreement among the teachers on what the peculiarities of these differences are and, therefore, we consider it necessary to suggest to the authorities that it would be beneficial to initiate actions with the teaching staff of the Program, to agree on the characteristics that should gather physics to teach.