How do Spanish teachers in the Integral Teacher Training Program teach Science? Analysis of didactic proposals

Resumen

ORTEGA-QUEVEDO, Vanessa; GARCIA-MARIGOMEZ, Carmela; SANTAMARIA-CARDABA, Noelia  y  HERNANDEZ, David. How do Spanish teachers in the Integral Teacher Training Program teach Science? Analysis of didactic proposals. Práxis Educativa [online]. 2025, vol.20, e24686.  Epub 10-Abr-2025. ISSN 1809-4309.  https://doi.org/10.5212/praxeduc.v.20.24686.015.

Scientific education is necessary to educate people who understand the natural environment, are able to make decisions and act to promote sustainable development. The aim of this study is to find out what early-career teachers plan for science in their teaching proposals and what innovative approaches they consider in order to foster science education. To this end, a mixed analysis was carried out, including content analysis and descriptive and inferential statistical analysis of the learning situations elaborated by teachers who participate in the Comprehensive Teacher Training Program (CID, acronym in Spanish) in the Community of Madrid. The results show that advances in research in the didactics of experimental sciences are not having a significant impact in classrooms.

Palabras clave : Science teaching; Scientific literacy; Comprehensive Teacher Training Program..

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