Perspectives of formative models with constructivist approaches for science teacher education according to the conceptions of Rafael Porlán and collaborators

Abstract

The knowledge required to teachers’ education demands theoretical and methodological foundations. This statement explains the necessity of empirical studies able to contribute both to develop research on teacher knowledge and to provide effective guidelines for policies of teacher formation and professionalization. From this perspective, the focus of this empirical study was to bring the discussions, the contributions and the formative model proposed by Rafael Porlán and collaborators to debate, based on a systematic review in a set of periodicals from the area of Science Education chosen according to the proposition objective criteria, among them, the classification on the strata A1 e A2 of Qualis Periodics of CAPES, with the intention to verify the diffusion of the inferences of the Spanish theorists in the magazines between the years of 1997 and 2017 in the specific context of national publications. This fact allows the reflection on important themes of the universe of the formation of science teachers through the insertion in a context that focuses the process of professional formation within a progressive and epistemological perspective of professional knowledges. Thus, this research aimed to reconsider the theoretical perspectives of the spanish authors in the sense to systematize its main arguments and contributions to the understanding of the constitution of a desirable professional knowledge of the science teachers and their implications to the educational policies.