La formación didáctica y las buenas prácticas de enseñanza de física

Abstract

Information obtained from an exploratory research of qualitative approach with goals to describe, understand and interpret the phenomena of the environment where the courses of Teaching Physics in Teacher Training (TT)1 are presented. The advent of a new curriculum in the TT of Uruguay calls teachers to rethink what has been done and is done in the courses for improvement. Ten students who have already studied the didactics with an adscriptor professor are investigated, seeking to recognize if the training enables them to generate good practices in Physics teaching in the Middle Education (ME) courses and what are the representations about the incidence of their training. From the inductive logic a moderate use of the statistics was made where information is described and developed based on the manifestation of the interviewees. In the analysis process the data is integrated to determine meanings and to make descriptions from the perspective of the actors and then they are integrated into the internal perspective of there searcher in dialogue with authors of the theoretical framework. From the information and analyzes collected it can be affirmed that the training students have under gone until they reach the last year has had a favorable impact, which enables them to implement good teaching practices. And in turn the incidence of training is recognized where aspects to remain and improve are rescued. In the absence of records, publications on the subject, this information provides a first approach to deepen the training of the specialty, in particular on the competences of the Physics teacher in aspects that concern social dimensions and interdisciplinary work. The improvements are contemplated in another work with other dimensions of research analysis referred to in this article and contribute to characterize the mediations pace that is presented as the tool for improvement.