Didactic transposition and teacher’s dilemmas arising on Physics for non-physicists teaching
ABSTRACT This work describes a research centered on dilemmas that university teachers face when they teach Physics in careers where this discipline is not the main one. We explored the didactic actions designed by teachers in those contexts, looking for the factors that could cause and/or condition the observed acting patterns. We built a theoretical model from a cultural perspective: we propose that the academic culture shapes the teacher thinking, which is reflected on his classroom practice. Three reference axes are considered: the notion of academic culture, the study of teacher thinking and the didactic transposition theory. The methodological design was centered on case studies.