The viability of didactic proposals in initial teacher training: Opinions, difficulties and needs of beginning teachers

Abstract

This study explores how five secondary beginning teachers perceive the viability of didactic proposals that had been worked during one course of initial Physics and Chemistry teacher training, when they find themselves in the presence of real classrooms in real schools. Besides we analyse the reasons for the scarce viability of some proposals, grouped in four fields: knowledge and beliefs, demands of training, students characteristics and contextual factors. Finally we establish some implications for teacher training.