Conceptions and practices in university teaching physics: a case study in initial teacher training

Abstract

In this qualitative research the main goal was to investigate the conceptions and practices of university teachers of physics who train future teachers, characterizing their vision about science, its teaching and the learning of the discipline. For this, the systematic observation of their classes was mainly considered, deepening the main findings through interviews with teachers and their students. The results show the coexistence of epistemological views, given by empiricist and constructivist views with about the generation of scientific knowledge and constructivist views related to the teaching and learning of physics. With regard to the teaching practices, were identified some features such as being based on the importance of the organization of disciplinary content, construction of meanings together with their students, and the use of mathematical models for the elaboration of explanations. The students recognized a virtuous link with university teachers, which would positively impact their learning.