Make the familiar strange: analysis of a teaching exercise regarding the beliefs and conceptions that teachers who teach science classes have about their pedagogical work

Abstract

The literature regarding the beliefs and conceptions that teachers have about their pedagogical practices is vast, both nationally and internationally, however, in the Chilean context, there are still some aspects to be known, particularly in the field of teaching and science learning where literature is almost non-existent. The present qualitative study analyzed 28 testimonies of teachers who teach science classes in the Los Ríos Region, to know the perception that have of their own pedagogical practices through an exercise called estrangement, in which had to explain to an extraterrestrial entity that did not know the work of a teacher, what their teaching profession consisted of and what it meant for them. The content analysis revealed that their conceptions vary between a traditional pole of teaching and an innovative pole based on a constructivist approach to education. The results demonstrate a more constructivist than behavioral conception of teaching, showing in turn that there is collaborative work within the educational community.