Hacia una formación inicial del profesorado de ciencias basada en la investigación

Abstract

This study reviews the core concepts that research in science education advocates today to achieve quality teaching and learning of science, and therefore the concepts as evidences that should inspire the initial training of science teachers through the master studies. Thus, the concepts of scientific and technological literacy, key competencies, pedagogical content knowledge and nature of science and technology are raised, along with a list of beliefs about teaching science that represent widespread teaching mythical beliefs among teachers. From the previous concepts and beliefs an innovative four-category model of teacher training arises: concepts and processes, nature of science and technology, attitudes and values and cognitive skills of critical thinking. Finally, the application of the innovative training model and its implications for improving educational practice are discussed.