El cambio didáctico en la formación inicial de profesores de Química. Estrategias para su desarrollo en la reflexión sobre la práctica

Abstract

A contemporary and very fruitful line of research in the field of Science Teaching and specifically in the Science Teacher Training program, is that of Didactic Change. This line demystifies the commonly held idea that teaching does not require learning. On the contrary, there is increasingly more theoretical and practical knowledge about teaching, learning, curriculum and evaluation, among other knowledge produced in educational research, which a science teacher must necessarily appropriate to guide constructive processes of school knowledge. In this sense, the line also accounts for new conceptions about scientific knowledge and its modes of production and circulation, which implies alternative ways for teachers to become predisposed to both scientific activity and the sense of citizen education articulation. skill development and science learning. This work thus seeks to contribute to the professional development of science teachers and to strengthen the quality of education in general and science education in particular.