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

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.20.24686.015

Abstract

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.

Keywords: Science teaching. Scientific literacy. Comprehensive Teacher Training Program.

Downloads

Download data is not yet available.

Author Biographies

  • Vanessa Ortega-Quevedo, Complutense University of Madrid

    Profesora doctora del departamento de Didáctica de las Ciencias Experimentales, Sociales y Matemáticas en la Universidad Complutense de Madrid, España.

  • Carmela García-Marigómez, University of Valladolid

    Profesora investigadora predoctoral del departamento de Didáctica de las Ciencias Experimentales, Sociales y de la Matemática en la Universidad de Valladolid, España.

  • Noelia Santamaría-Cárdaba, University of Valladolid

    Profesora doctora del departamento de Pedagogía en la Universidad de Valladolid, España.

  • David Hernández, University of Valladolid

    Máter en investigación e innovación educativa en la Universidad de Valladolid, España.

Downloads

Published

2025-04-01

Issue

Vol. 20 (2025): Publicação contínua

Section

Artigos

License

Copyright (c) 2025 Práxis Educativa

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish in this journal agree with the following terms:

a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.

b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.

c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.

d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.

e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

How do Spanish teachers in the Integral Teacher Training Program teach Science? Analysis of didactic proposals. Práxis Educativa, [S. l.], v. 20, p. 1–21, 2025. DOI: 10.5212/PraxEduc.v.20.24686.015. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/24686. Acesso em: 21 may. 2026.