Dialogue on Primary, Secondary and University Pre-service Teacher Education in Physics

Abstract

59 countries, 6 benchmark participants; 4° and 8° grades; about 434,000 students; 47,000 teachers, 15,000 school principals. See Sassi E et al 2014). 2 Was It is activated only in 2000, but the need of teacher Education was established by the law in 1945.

“The Elegance of Quantum Mechanics”: a didactic path for high school

“…Since one of the objectives of physics education is to build a conceptual framework of the discipline (as well as to convey its contents), and to address and disseminate culturally and socially relevant issues -facilitating a profound and meaningful understanding of the world in which we live and providing basic knowledge of the reality that surrounds us -there is no doubt that a teaching of this discipline is fundamental. To fulfil this purpose, profound reforms have been implemented within the school system on the entire international scene, starting from about 2000 [4][5][6][7].…”

Training Prospective Primary and Kindergarten Teachers on Electric Circuits Using Conceptual Metaphors

“…Indeed, during the Italian five-year university program for prospective kindergarten and K-5 teachers, a set of courses is traditionally offered that includes, on the one hand, a solid preparation in pedagogy, linguistics, and psychology, and, on the other hand, contents and methods of subject education in various disciplines, with the integration of a number of hours dedicated to laboratories and internships [2]. Student teachers, however, need to acquire transversal skills, in particular, to integrate into a single cultural framework, tools and methods typical of the sciences with those of the humanities and to transform into competences [3][4][5] the educational contributions from the pedagogical area with those of the disciplinary spectrum in order to achieve Pedagogical Content Knowledge [6][7][8][9][10][11][12][13]. Nevertheless, no matter how thoroughly student teachers could be prepared within the individual areas of training and disciplinary subjects, this important integration, capable of producing authentic expertise, as well as the acquisition of soft skills and transversal competences, is mostly left to the initiative and innate talent of the individual student teacher [14].…”