Analysis of conceptions of secondary teachers on science education during initial training

Abstract

In this paper the conceptions of science teaching presented by the students of MPES (Master Teacher of Secondary Education) are analyzed. The data shown were collected in an initial teacher training experience, based on a constructive and thoughtful approach, which involved 71 students from various specialties of scientific-technical area, for two successive academic years. From the formative point of view this experience consists in the development of activities that allow to reflect future teachers about the nature of the educational processes, specifying their previous conceptions as a starting point to encourage progression of teachers thought. In this research we have used a methodology of qualitative analysis on the conceptions of the participants about the teaching of science, expressed in writing from a set of open questions. The results have allowed to identify several models of thinking underlying the opinions of future teachers, who could relate respectively to a teaching approach based on the transmission and reception of knowledge, an educational approach next to the constructivist model and a mixed approach. We also notes that the greater or lesser degree of identification with a approach or another depends in part on the context of the question posed.