Abstract
Abstract: This paper presents the results of an ethnographic study of two in-service physics teachers' participation in a seminar of the master's degree program on teaching science they are studying at the National Pedagogical University (UPN in Spanish) in Bogotá, Colombia. In it the two teachers work with an advisor to plan, implement and report the results of an educational proposal aimed at secondary school students. The ethnographic analysis yields elements for reflecting on continuing teacher education: the multiple meanings contained in the teachers' practices and shared assumptions; the work undertaken jointly between the teachers to explain, confront and negotiate these meanings; and the teachers' commitment to their students' development.
Highlights
Different researchers have contended that teacher formation, especially for in-service teachers, ends up having very little impact on everyday practice when it revolves around passing on teaching techniques and transmitting content and standardized practices, when the teachers are not convinced of the underlying premises and the process is imposed on their practice (COPELLO; SANMARTÍ, 2001)
The research has pointed out the need for formation programs to take, as a point of departure, teaching knowledge obtained in everyday practice (MERCADO, 2010; NÚÑEZ; ARÉVALO; ÁVALOS, 2012), and to recognize teachers’ responsibility for their own professional development (LUFT; HEWSON, 2014)
Incorporating practice into formation implies assuming that teachers learn and construct knowledge in their everyday work, and that it is essential for their formation to engage with that knowledge (IMBERNÓN, 1994; MERCADO, 2002; ROTH, 1998)
Summary
Different researchers have contended that teacher formation, especially for in-service teachers, ends up having very little impact on everyday practice when it revolves around passing on teaching techniques and transmitting content and standardized practices, when the teachers are not convinced of the underlying premises and the process is imposed on their practice (COPELLO; SANMARTÍ, 2001). This article looks at teachers’ participation in a graduate-level training program that focuses on teachers’ practice It analyzes the process as experienced by two physics teachers who, within the context of a master’s degree program they are studying, jointly plan a teaching proposal that they implement in their respective classrooms, and subsequently reflect on the obtained results. These activities, conceived as an integral component of teaching practice, were foreign to both teachers, partly due to the conditions of the formation context, which called for joint, detailed work and the explicit specification of certain products. Our intention is to contribute to the discussion of how connections can be created between everyday classroom practice and planning in the in-service training program, by analyzing the teachers’ participation in the process without the intervention of any instructional prescription from outside the program
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