Las concepciones de los profesores de ciencias de secundaria en formación inicial sobre metodología de enseñanza

Referencias bibliográficas

• Abell, S.K., Research on science teacher knowledge, en abeil, s. K. Y lederman, n.g. (eds (2007) Handbook of Research on Science Education, p. 1105. , (London, Lawrence Eribaum Associates
• Aguirre, J.M., Iaggerty, S.M., Preservice teachers' meanings of learning (1995) International Journal of Science Education, 17 (1), pp. 119-131
• Ambrose, R., Initiating change in prospective elementary school teachers' orientations to mathematics teaching by building on beliefs (2004) Journal of Mathematics Teacher Education, 7, pp. 91-119
• Azcarate, R., Cuesta, J., El profesorado novel de secundaria y su práctica. Estudio de un caso en las areas de ciencias (2005) Enseñanza de las Ciencias, 23 (3), pp. 393-402
• Bardin, L., (1986) El Anilisis de Contenido, , (Madrid, Akal
• Beswick, K., Changes in preservice teachers'allitudes and beliefs: The net impact of two mathematics education units and intervening experiences (2006) School Science and Mathematics, 106 (1), pp. 36-47
• Bryan, L.A., Abell, S.K., Development of professional knowledge in learning to teach elementary science (1999) Journal of Research in Science Teaching, 36 (2), pp. 121-139
• Clark, C., Peterson, R., The teachers' thought process (1986) Hanbook of Research on Teaching, , En M.C. WITTROCK (eds,) (New Cork, MacMillan
• Contreras, S.A., (2010) Las creencias y actuaciones curr culares de los profesores de ciencias de Secundaria de Chile, , Tesis doctoral inédita, Universidad Complutense de Madrid
• Da-Silva, C., Mellado, V., Rijiz, C., Porln, R., Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps (2005) Science Education, 91 (3), p. 461491
• De Pro, A., Saura, O., Que contenidos conceptuales utilizan los profesores cuando planifican unidades d dácticas en le educacion secundaria? (2000) Alambique, 24, pp. 87-98
• Duff, R., Treagust, D., Conceptual change: A powerful framework for improving science teaching and learning (2003) International Journal of Science Education, 25 (6), pp. 671-688
• Fernandez, J., Elortegui, N., Qué piensan los profesores de como se debe enseñar (1996) Enseñanza de las Ciencias, 14 (3), pp. 331-342
• Garcia, F.F., Los modelos didácticos como instrumento de anãlisis y de intervencion en ia realidad educativa (2000) Revista Bibliográfica de Geografia y Ciencias Sociales n2 205 Biblio 3W, , http:/w.ub.es/geocrit,Ib3w-2O7.htm, Universidad de Barcelona, Ultima consulta 21 de febrero de 2012
• Goetz, J., Lecompte, M., (1988) Etnografta y diseño cual& tativo en investigaciOn educativa, , (Madrid, Morata
• Gjstafson, B.J., Rowell, P.M., Elementary preservice teachers: Constructing conceptions about learning science, teaching science and the nature of science (1995) International Journal of Science Education, 17 (5), pp. 589-605
• I-Iaefner, L.A., Zembal-Saul, C., Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning (2004) International Journal of Science Education, 26 (13), pp. 1653-1674
• Haney, J., Mcarthur, J., Four case studies of prospective teachers' beliefs concerning constructivist practice (2002) Science & Education, 86 (6), pp. 783-802
• Hashweh, M.Z., Effetcs of science teachers' epistemological beliefs in teaching (1996) Journal of Research in Science Teaching, 33 (1), p. 4763
• Hewson, R.W., Hewson, M.G., Science teachers conceptions of teaching: Implications for teacher education (1987) International Journal of Science Education, 9 (4), pp. 425-440
• Jimenez, A.B., Feliciano, L., Pensar el pensamiento del profesor (2006) Revista Española de Pedagogia, 64 (233), pp. 105-122
• Joram, E., Gabriele, A., Preservice taechers' prior beliefs: Transforming obstacles into opportunities (1998) Teaching and Teacher Education, 12 (4), pp. 365-384
• Lemberger, J., Hewson, R., Park, H., Relationships between prospective secondary teachers' classroom practice and their conceptions of biology and of teaching science (1999) Science Education, 83, pp. 347-371
• Luff, J., Roehrig, G., Patferson, N., Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers' practices, beliefs and experiences (2003) Journal of Research in Science Teaching, 40 (1), pp. 77-97
• Martin Del Pozo, R., (2007) Aprender para enseñar ciencias en Primaria, , Sevilla, Diada Editoras
• Martin Del Pozo, R., Porlan, R., Spanish prospective teachers' initial ideas about teaching chemical change (2001) Chemistiy Education Research and Practice in Europe, 2, pp. 265-283
• Meirink, J., Meuer, R., Verloop, N., Bergen, T., Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning (2009) Teaching and Teacher Education, 25 (1), pp. 89-100
• Mellado, V., Concepciones y prãcticas de aula de profesores de ciencias, en formacion inicial de primaria y secundaria (1996) Enseñanza de las Ciencias, 14 (3), pp. 289-302
• Meyer, H., Tabachnick, R., Hewson, R., Lemberger, J., Park, H., Relationships between prospective elementary teachers' classroom practice and their conceptions of biology and of teaching science (1999) Science & Education, 83 (3), pp. 323-346
• Park, H., Hewson, R.W., Lemberger, J., Marion, R.O., The interactions of conceptions of teaching science and environmental factors to produce praxis in three novice teachers of science (2010) Research in Science Education, 40 (5), pp. 717-741
• Peterson, R., Treagust, D., Learning to teach pr mary science through problem-based learning (1998) Science Education, 82 (2), pp. 215-237
• Porlan, R., Martin Del Pozo, R., The conceptions of in-service and prospective primary school teachers about the teaching and learning of science (2004) Journal of Science Teacher Education, 15 (1), pp. 39-62
• Porlan, R., Martin, J., (1991) El diario del profesor., , Un recurso para Ia investigación en el aula (Sevilla, Diada Ed toras
• Porlan, R., Rivero, A., (1998) El conocimiento de los Profesores, , (Sevilla, Diada Edftoras
• Porlan, R., Rivero, A., Martin Del Pozo, R., Conocimiento profesional y epistemologia de los profesores i: Teoria, métodos e instrumentos (1997) Enseflanza de las Ciencias, 15 (2), pp. 155-171
• Porlan, R., Rivero, A., Martin Del Pozo, R., Conocimiento profesional y epistemologia de los profesores ii: Estudios empiricos y conclusiones (1998) Enseñanza de las Ciencias, 16 (2), pp. 271-288
• Porlan, R., Martin Del Pozo, R., Como progresa el profesorado al investigar problemas prácticos relacionados con ia enseñanza de ia ciencia? (2006) Alambique, 48, pp. 92-99
• Porlan, R., Azacarate, R., Martin Del Pozo, R., Martin Toscano, J., Rivero, A., Conocimiento profesional deseable y profesores innovadores: Fundamentos y principios normativos (1996) Lnvestigacion en Ia Escuela, 29, pp. 23-38
• Porlan, R., Garcia, E., Rivero, A., Martin Del Pozo, R., Les obstacles a ia formation professionnelle des professeurs en rapport avec leurs idées sur ia science, renseignement et l'apprentissage (1998) Aster, 26, pp. 207-235
• Porian, R., Martin Del Pozo, R., Rivero, A., Fiarres, J., Azcarate, P., Pizzato, M., El cambio del profesorado de ciencias I: Marco teórico y formativo (2010) Enseñanza de las Ciencias, 28 (1), p. 3146
• Rivero, The progression of prospective primary teachers' conceptions of the methodology of teaching (2010) Research in Science Education, , 2010 Published online: 29 September
• Russell, T., Martini, A., Learning to teach science (2007) Handbook of Research on Science Education, p. 1154. , en ABELL, S. K. y LEDERMAN, N.G. (eds.) (London, Lawrence Erlbaum Associates
• Sanchez, G., De Pro Bueno, A., Valcarcel, M., La utilizacion de un modelo de planificaciôn de unidades d dácticas: El estudlo de las disoluciones en educacion secundaria (1997) Enseñanza de las Ciencias, 151, pp. 35-50
• Sanchez, G., Valcarcel, M., Que tienen en cuenta los profesores cuando seleccionan los contenidos de ia enseñanza? Cambios y dificuftades tras un programa de formacion (2000) Enseñanza de las Ciencias, 183, pp. 423-437
• Skamp, K., Mueller, A., Student teachers' conceptions about effective primary science teaching: A longitudinal study (2001) International Journal of Science Education, 23 (4), pp. 331-351
• So, W., Watkins, O.A., From beginning teacher education to professional teaching: A study of the thinking of hong kong primary science teachers (2005) Teaching and Teacher Education, 215, pp. 525-541
• Solis, E., Análisis de las opiniones e impresiones de los asistentes a un Curso de FormaciOn Inicial de profesores de Secundaria en el Area de Ciencias (CAP (1998) Lnvestigación en Ia Escuela, 35, pp. 87-98
• Solis, E., Porlan, R., Las concepciones del profesorado de ciencias de secundaria en formacion inicial lobstáculo o punto de partida? (2003) Lnvestigacion en Ia Escuela, 49, pp. 5-22
• Solis, E., Porlan, R., Rivero, A., (2006) Las Concepciones Curriculares del Profesorado de Ciencias: Instrumentos para su RepresentaciOn, , XXII Encuentros de Didáctica de las Ciencias Experimentales. Zaragoza
• Szyduk, I.E., Szyduk, S.D., Benson, S.R., Exploring changes in pre-service elementary teachers'mathematical beliefs (2003) Journal of Mathematics Teacher Education, 6, pp. 253-279
• Tabachnick, R., Zeichner, K., Idea and action: Action research and the development of conceptual change teaching of science (1999) Science Education, 83 (3), pp. 309-322
• Tejada, J., Estrategias didácticas para adquirir conocimientos (2000) Revista Española de Pedagogia, 58 (217), pp. 491-514
• Tillema, H.H., Belief change towards se-directed learning in student teachers: Immersion in practice or reflection on action (2000) Teaching and Teacher Education, 16, pp. 575-591
• Tsai, C.C., Reinterpreting and reconstructing science: Teachers' view changes toward the nature of science by courses of science education (2006) Teaching and Teacher Education, 22 (3), pp. 363-375
• Vez, J.M., Montero, L., La formacion del profesorado en europa: El camino de ia convergencia (2005) Revista Española de pedagogia, 64 (230), pp. 101-122
• Wallace, C., Kang, N.H., An investigation of experienced secondary science teacher beliefs about inquiry: An examination of competing belief sets (2004) Journal of Research in Science Teaching, 41 (9), pp. 936-960
• Watts, M.Y., Jofili, Z., Towards critical constructivist teaching (1998) International Journal of Science Education, 20 (2), pp. 173-185
• Wray, S., Teaching portfohos, community, and preservice teachers' professional development (2007) Teaching and Teacher Education, 23 (7), pp. 1139-1152
• Yerrick, R., Parke, H., Nugent, J., Struggling to promote deeply rooted change: The fiftering effect" of teachers' beliefs on understanding transformational views of teaching science (1997) Science Education, 81 (2), pp. 137-159
• Zeichner, K., Wray, S., The teaching portfolio in u.s. Teacher education programs: What we know and what we need to know (2001) Teaching and Teacher Education, 17 (5), pp. 613-621
• Zembal-Saul, C., Blumenfeld, R., Krajcik, J., Influence of guided cycles of planning, teaching, and reflection on prospective elementary teachers' science content representations (2000) Journal of Research in Science Teaching, 37 (4), pp. 318-339