THE DIDACTIC-PEDAGOGICAL TRAINING OF PHYSICS STUDENTS UNDERGRADUATES IN A DUAL MODALITY CONTEXT: SOME DISAGREEMENTS

ABSTRACT:

This is a qualitative research that sought to investigate some aspects of the didactic-pedagogical training of Physics undergraduate students in the context of a hybrid teacher training course. The research corpus was developed by monitoring Physics undergraduate students throughout the supervised internship, during the planning and execution of a sequence of classes. From audiovisual recordings, the speeches produced by the undergraduates were transcribed for later analysis. The constitution and interpretation of data were based on the theoretical and methodological framework of French Discourse Analysis. The analysis of the students’ discourses revealed the mobilization of didactic-pedagogical knowledge of different epistemological natures and some skills provided for by the course’s pedagogical project for teachers, however, it indicated the promotion of didactic-pedagogical training in a disjointed manner, which can contribute to distancing the future teacher from a critical profile.

Keywords:
Teacher training; Dual modality; Discourse Analysis