The undervaluation of the continuous formation of teachers: from the advisors to the articulation of the theoretical framework in the context of the national professional master in physics teaching

Abstract

The National Professional Master in Physics Teaching (NPMPT) emerged as a Network Professional Master, focused much more on Physics content than on pedagogical and/or epistemological background. In the light of Bakhtin's thought, we envisage more than 200 works completed up until the middle of 2017 as a set of statements whose verbal and non-verbal aspects express different voices, responding and directing themselves to other utterances. The analysis was done by means of a mixed method integrating the Bakhtin’s analytical device, proposed by Veneu et al. (2015), to correspondence analysis (GREENACRE, 2017). When analyzing 208 works presented in the context of the NPMPT, we found that the articulation of the theoretical framework in the developed product is dependent on the formation and the research history of the advisors, and that work oriented by supervisors with formation or research history in the area deviates from the program general guidelines.