Abstract

ALVARADO-GUZMAN, Lisbeth Lorena; HOYOS, Nelson Enrique; URIBE GARTNER, Carlos  and  CORTES, Jaime. Teaching Practice Models of Future Physics Teachers: Between Regulations and Possibilities. Rev. Fac. Cienc. Tecnol. [online]. 2024, n.55, pp.296-312.  Epub Jan 30, 2025. ISSN 0121-3814.  https://doi.org/10.17227/ted.num55-18770.

This article investigates the impact of public policy on the teaching practice model of an initial teacher education program for Physics teachers, through the content analysis of the self-evaluation document of a Bachelor’s program in Physics, which is attached to a Colombian public university. The results show that education Resolution 18 583 of 2017 from Ministry of Education (MEN), prescribes a teaching practice model that seems to be directed towards technical rationality. Likewise, the impact of this regulation is noticeable in the self-evaluation documents, where a possible gap between the referential framework and the programming is present; that is, the necessary conditions to develop a model of educational practice in accordance with theoretical approaches. Finally, it is concluded that it is necessary to generate conditions to strengthen the link between University-School moving towards critical rationality: recognizing subjects and roles, contexts and educational issues, as well as generating communities of practice and public policies that consider all the actors involved in initial teacher education processes.

Keywords : physics teacher education; educational policies; teaching practice; university-school partnerships.

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