In-service teacher education: an attempt to link reflection on physics subjects with teaching practice

This article describes the designing and testing of a model of in-service physics teacher training. The model is based on the idea that it is important to help teachers to reconsider their disciplinary knowledge and to work with other teachers on the same subject to make it suitable for teaching. It was implemented with a small group of teachers who reflected on physics subjects with a view to developing a plan of work in their classroom. A continuous debate on the activity was carried out via electronic mail, discussing the students' reactions and the effectiveness of the teaching strategy employed. The method and tools used by the group in analysing the case of friction are reported, together with the results obtained in a first trial of the approach.

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