The con/formation of physics professors in Argentina: a historical journey that challenges the present
We share results of a research about the historical conformation of the secondary physics professor subject in Argentina. By a journey through different moments and practices of teacher training / qualification, deep dis-placements produced in the discourses of teaching physics will be identified. A...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2018
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22733 |
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I10-R316-article-227332024-03-04T21:41:00Z The con/formation of physics professors in Argentina: a historical journey that challenges the present La con/formación del profesor de física en Argentina: un recorrido histórico que interpela al presente Luna, María Virginia Enseñanza secundaria en física Formación de profesores Racionalidades en la enseñanza Secondary education in physics Teacher training Rationalities in teaching We share results of a research about the historical conformation of the secondary physics professor subject in Argentina. By a journey through different moments and practices of teacher training / qualification, deep dis-placements produced in the discourses of teaching physics will be identified. Also the position that the figure of the teacher was taking in the midst of those changes will be stated. In the key of a genealogical perspective in educational research, the study queries how specific ways of doing and thinking physics teaching and teacher figure could be composed. For this, some concrete crossings of diverse spaces and actors will be described (state policies, local scientific community, intergovernmental organisms, teacher training institutions) in whose plot they were forging demands and knowledge to the secondary physics teacher. These results will be recovered in order to present some reflections on the current challenges for teacher training and secondary schooling. Se comparten resultados de investigación referidos a la conformación histórica del sujeto profesor secundario de física en Argentina. A través de un recorrido por distintos momentos y prácticas de formación/capacitación docente se identificarán desplazamientos profundos producidos en los discursos sobre la enseñanza de la física y la posición que fue tomando la figura del profesor en medio de esos cambios. En clave de una perspectiva genealógica en investigación educativa, el recorrido interroga cómo pudieron componerse modos específicos de hacer y de pensar la enseñanza de la física y la figura del profesor. Para ello, se describirán algunos entrecruzamientos concretos de diversos espacios y actores (políticas estatales, comunidad científica local, organismos intergubernamentales, instituciones formadoras de profesores) en cuya trama se fueron forjando demandas y saberes al docente secundario de física. Estos resultados se recuperarán a fin de presentar algunas reflexiones en torno a los desafíos actuales de la formación docente y la escolarización secundaria. Asociación de Profesores de Física de la Argentina 2018-12-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22733 10.55767/2451.6007.v30.n2.22733 Journal of Physics Teaching; Vol. 30 No. 2 (2018): July - December; 23-29 Revista de Enseñanza de la Física; Vol. 30 Núm. 2 (2018): Julio - Diciembre; 23-29 Revista de Enseñanza de la Física; v. 30 n. 2 (2018): Julho - Dezembro; 23-29 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22733/22343 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22733/22363 Derechos de autor 2018 María Virginia Luna http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
Enseñanza secundaria en física Formación de profesores Racionalidades en la enseñanza Secondary education in physics Teacher training Rationalities in teaching |
| spellingShingle |
Enseñanza secundaria en física Formación de profesores Racionalidades en la enseñanza Secondary education in physics Teacher training Rationalities in teaching Luna, María Virginia The con/formation of physics professors in Argentina: a historical journey that challenges the present |
| topic_facet |
Enseñanza secundaria en física Formación de profesores Racionalidades en la enseñanza Secondary education in physics Teacher training Rationalities in teaching |
| author |
Luna, María Virginia |
| author_facet |
Luna, María Virginia |
| author_sort |
Luna, María Virginia |
| title |
The con/formation of physics professors in Argentina: a historical journey that challenges the present |
| title_short |
The con/formation of physics professors in Argentina: a historical journey that challenges the present |
| title_full |
The con/formation of physics professors in Argentina: a historical journey that challenges the present |
| title_fullStr |
The con/formation of physics professors in Argentina: a historical journey that challenges the present |
| title_full_unstemmed |
The con/formation of physics professors in Argentina: a historical journey that challenges the present |
| title_sort |
con/formation of physics professors in argentina: a historical journey that challenges the present |
| description |
We share results of a research about the historical conformation of the secondary physics professor subject in Argentina. By a journey through different moments and practices of teacher training / qualification, deep dis-placements produced in the discourses of teaching physics will be identified. Also the position that the figure of the teacher was taking in the midst of those changes will be stated. In the key of a genealogical perspective in educational research, the study queries how specific ways of doing and thinking physics teaching and teacher figure could be composed. For this, some concrete crossings of diverse spaces and actors will be described (state policies, local scientific community, intergovernmental organisms, teacher training institutions) in whose plot they were forging demands and knowledge to the secondary physics teacher. These results will be recovered in order to present some reflections on the current challenges for teacher training and secondary schooling. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2018 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22733 |
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2024-09-03T20:39:14Z |
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