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.Keywords
Teacher Training, Science Education, Teaching Practice, Pedagogical Content KnowledgePublished
2017-12-13
How to Cite
Solbes, J., Fernández-Sánchez, J., Domínguez-Sales, M. C., Cantó, J. R., & Guisasola, J. (2017). Influence of teacher training and science education research in the teaching practice of science in-service teachers. Enseñanza De Las Ciencias. Revista De investigación Y Experiencias didácticas, 36(1), 25–44. https://doi.org/10.5565/rev/ensciencias.2355
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Copyright (c) 2018 Jordi Solbes, José Fernández-Sánchez, María Consuelo Domínguez-Sales, José Rafael Cantó, Jenaro Guisasola

This work is licensed under a Creative Commons Attribution 4.0 International License.