Creencias del Profesorado de Educación Básica en formación sobre la enseñanza de la ciencia escolar: Análisis desde un debate de grupo

Abstract

Teacher training in Chile is (currently) a matter of public concern, thus, research on and of teacher training processes and professional development are (becoming more) interesting and important to address. In order to identify and characterize Elementary School teacher trainee's conceptions, a debate group is set up in the framework of a teacher training program in which three teacher trainees attend. The analysis of dialog exchanges is carried out using segments of interactivity. Some of our results reveal that: There is theoretical fragmentation over the knowledge of didactics in the discipline being taught. It is also observed, that textbooks, as information (carrier) devices and input for learning activities, are overrated. Finally, we argue that it is necessary to intensify the design of reflection meetings on teacher trainees in order to promote professional knowledge.