El conocimiento didáctico del contenido. Estudio de casos en el profesorado de Física.

Abstract

The present work describes the first result of a project of Mastery in Teaching Practice whose main objective is to interpret the process of construction of the Professional Teacher Knowledge, particularly in the dimension linked to the relationship between the aspect Orientations to Science Teaching of the Pedagogical Content Knowledge (PCK) and teaching practice in subjects related to Astronomy and Physics. A descriptive and interpretative study was carried out. As instrument for data collection, an open response questionnaire was used. Through this instrument, which consists of two questions, we proceeded to describe the central ideas or concepts that a teacher has on a subject and its teaching, to investigate different aspects of the CDC. We present here the results of the analysis of the answers to the questionnaire made to two students of the Physics teacher, previously to the course of the subject Teaching Practice. The main results show that both participants evidences scarce components of the CDC when referring to what and how they would teach a disciplinary concept. This could be due to the fact that they have not yet gone through the teaching spaces related to the didactic models. These results will serve as a starting point for a future investigation that will include a method to deeply investigate the CDC of Physics students, as well as the productions related to procedures of reflective practice during the course of the subject Teaching Practice.