Abstract:
This research analyzes aspects of the initial formation of Physics Teaching undergraduate students concerning their training to use high school textbooks. First, it presents a theoretical discussion about the rational, technical, reflective practitioner and performative practice teaching models, in connection with the textbooks functions discussed in the literature. The empirical research was conducted by applying online questionnaires to coordinators and teachers of Physics teaching in undergraduate courses, including public and private universities in South Brazil. The research pointed out, among other results, that the perception that the public policies for textbooks have been underused when considering the education received by teachers in their undergraduate studies, were correct, highlighting the need to improve teachers’ formation processes and their work conditions.
Keywords:
Physics teaching; Textbook; Teacher’s education; National Textbook Program