Conocimiento didáctico del contenido y su relación en los espacios de formación de docentes de química: un estudio de caso de un profesor universitario

Abstract

The present research sought to characterize the Pedagogical Content Knowledge (PCK) of a university professor who was practicing in a chemistry teacher training scenario. The work was developed in a qualitative methodology, under the focus of case study and interpretative paradigm, seeking to identify and understand the teacher's PCK in his professional practice in an academic space of teacher training. For the characterization of this, an integrative model of PCK was proposed, configured by 3 dimensions and 6 domains, the use of different research instruments such as the Content Representation Questionnaire (ReCo), Pedagogical and Professional Experience Repertoires (PaP-eRs), semi-structured interview and a Likert scale questionnaire. In the analysis of the information, a hypothesis of progression was implemented to understand the transition from simple to complex knowledge and vice versa in the professional practice of university professor.