Imaginary of future physics teachers about teaching knowledge: Senses produced in the university-school interface in the supervised curricular internship

Abstract

Starting from the idea that becoming a teacher is a continuous process, affected by different elements such as, for example, previous experience as students, in this paper we present an analysis of the teaching knowledge that future teachers mobilized to answer the question: “What can you say about what a physics teacher needs to teach physics?”. The research took place in the context of the last of the four subjects of Supervised Curricular Internship in a Physics Education Degree course at a public university. Discourse Analysis was considered as a theoretical-methodological framework to analyse the imaginary of seven future physics teachers. The results showed that the students start from the social imaginary that, in order to teach, it is necessary to master the teaching contents and some didactic elements, and they produce repetitions and new meanings about this imaginary. We also observed that, in the case of those who had no experience in the classroom teaching, the conducting in the internship was decisive to build meanings on the issue.