University science teachers’ conceptions of contents

Abstract

This work analyzes the evolution of content concepts among 16 university science pro-fessors participating in the Classroom Improvement Cycles (CIC) within the scope of a training program. For this, an initial, open-question questionnaire and a public final re-port about their teaching practice were used, together with a qualitative methodology based on the analysis of content for both instruments. The results indicate that the level of professional development is significant and the orientation moves towards contents that are more coherent with teaching based on the student and on learning, although to a wide range of degrees according to the dimensions analyzed. It also allows us to pro-pose a progression hypothesis regarding university science professors’ knowledge in terms of contents that leads the training strategy.

Keywords

• educación superior
• conocimiento docente
• contenidos de enseñanza
• progresión del aprendizaje docente
• desarrollo profesional