Abstract:

This article presents the results of an exploratory research carried out within a university course in physics education aimed at the pre-service preparation of primary school teachers. The research includes the design and development of the course as it was aimed at engaging students as active players in order to construct attitudes to continually revise and renew their teaching practice. This work stems from the theoretical perspective that teacher preparation is a complex process that has to take a number of factors into account. The authors believe it is necessary to overcome the self-reference of academic courses by creating two bridges: a first bridge between learning environments and research, which can be constructed by involving students in a reflection about how people learn and about ways to revise scientific concepts with a didactical purpose; a second bridge between actual teaching practice and research, which can be constructed by involving students in the analysis and evaluation of research-based educational activities that have already been experimented. The central idea at the basis of this research framework is the one of cognitive resonance, which can play a crucial role both in teachers’ initial preparation and in their future teaching. Data sources include questionnaires, focus groups, in depth and ordinary interviews carried out with the students during and after the course activities. Results indicate that the students highly appreciate the proposed approach although it implies more efforts (for students and teachers) than more traditional courses. The authors argue that through a careful incorporation of lab-work and modeling activities in academic courses it is possible to involve actively prospective teachers in an effective professional development process. This process has an actual impact on students’ perception of science teaching and therefore hopefully predisposes them to a teaching attitude focused on cooperation and experimentation.

Keywords:

Science Teacher Learning, Research and Practice, Resonance.