Study of the professional profiles and teacher training of physics teachers between Chile and Mexico

Abstract

The physics teachers require, in addition to knowledge of the discipline, development of skills that allow them to plan and implement teaching strategies that help students acquire knowledge of the different branches of physics and their usefulness in different contexts (Arriaga et al., 2017). Thus, teacher training plays a fundamental role and can be approached from two perspectives: initial training (profile) and in-service training (teacher training) (Gómez et al., 2020; Campos, 2020). In Latin America, particularly in Chile and Mexico, the training of physics teachers focuses on their professional profile, so it is necessary to deepen teacher training, so that an ideal profile is achieved to teach physics classes (Ramírez & Medina, 2022). In general, the teaching of teachers can be divided into two: 1) courses on the didactics of physics; and 2) courses on the educational model of the school (Arriaga et al., 2017). In the work we are presenting, a study was conducted about the training of the physics teacher, creating indicators to know the ideal profile of the teacher, and proposing training tools that allow the teacher to approach the ideal profile, and a comparison of the results of the study between teachers of Chile and Mexico.