Conocimientos básicos de profesores mexicanos de química de secundaria

Abstract

In this paper, we emphasize the relationship between the possibilities of implementation of an educational reform, and teachers' content knowledge. We present the results of research undertaken with secondary school chemistry teachers in ten different states in Mexico. The results show that teachers have an insufficient content knowledge as well as a lack of conceptual elements, which would be necessary to transform the teaching practice according to the educational reform. We consider the suitability of in-service training as has been done so far, as well as suggest some issues to be considered in further teacher training programs.