Abstract
This article describes the designing and testing of amodel of in-service physics teacher training. The model is basedon the idea that it is important to help teachers to reconsidertheir disciplinary knowledge and to work with other teachers onthe same subject to make it suitable for teaching. It wasimplemented with a small group of teachers who reflected onphysics subjects with a view to developing aplan of work in their classroom. A continuous debate on theactivity was carried out via electronic mail, discussing thestudents' reactions and the effectiveness of the teachingstrategy employed. The method and tools used by the group inanalysing the case of friction are reported, together with theresults obtained in a first trial of the approach.
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