Influence of teacher training and science education research in the teaching practice of science in-service teachers

Abstract

This work analyzes the relationships between teacher training, research in science education and the teaching practice of science Spanish inservice teachers of secondary education. The non-probabilistic sample consist of 55 teachers. The mixed methodology chosen (quantitative-qualitative) uses three complementary instruments: a questionnaire, a classroom observation protocol and an interview. The questionnaires show two types of teacher training in science education: active and standard. The observation of daily teachers’ classroom practice and the interviews show different ways of teaching with large differences between both groups relating to teaching strategies, use of innovative learning materials, classroom management and use of ICT and allow to affirm that occasional teacher training of shortterm courses have little impact in teaching practice.