Teacher education in physics as a research challenge: problems, models, practices
Abstract
A number of researches on teacher professional development are available in literature. The main focus is on the teachers’ needs as concern subject knowledge and pedagogical aspects in a trasmissive teaching. The models used in pre-service teacher education offer as separate formative areas those Shulman called PK (Pedagogical Knowledge) and CK (Content Knowledge), without providing areas for the construction of the PCK (Pedagogical Content Knowledge). In our research has been studied and tested a formative model focused on the construction
of the PCK, of design and analysis of learning processes skills. We discuss here the
theoretical model and the foundation of the implemented design in the case of perspective primary teacher education on energy.
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