Conocimiento científico conocimiento didáctico. Una tensión permanente en la formación docente science knowledge and education knowledge. A continuous strain in teachers’ education

Abstract

In this project the question about how the Science Teachers’ Education should be is addressed, and the Primary Education Teachers’ training in the Spanish Universities is described. Specifically, data about the number of credits in different curriculums that are dedicated to mandatory courses related to Natural Sciences is presented. Furthermore, characteristics of these courses are also analyzed attending to their integration of the fields of Science and Education. The analysis of these data shows that degrees dedicate an average of 15 mandatory ECTS credits to courses related to the theoretical study of Science, the combination of learning and teaching Science or the addition of both types of courses. The results also show that integration of both fields is not completely incorporated in Spain. Limitations derived from the lack of integration of Science and Education in the Primary Teachers training is discuss.