Framework of Scientific Teaching Competencies: From Theoretical Construction to Teacher Training
DOI:
https://doi.org/10.22600/1518-8795.ienci/2025v30n3p390Keywords:
Scientific Competence, Science Teaching, Teacher Education, BNCC, FrameworkAbstract
This article presents the construction of a framework of scientific teaching competencies, developed from the analysis of Pedrinaci et al. (2012), its correspondence with the BNCC, and the triangulation with national and international references on scientific teaching competence. The objective was to make explicit the process of construction and theoretical grounding of the framework, and to discuss its potential as an analytical and formative instrument. The study was based on a qualitative content analysis, which enabled the identification of recording units and their grouping into seven interdependent dimensions, integrating epistemological foundations, investigative practices, evaluative processes, and the ethical–social commitments of Science teaching. The results show that the framework allows for an articulated interpretation of teachers’ conceptions and contributes to the diagnosis and planning of formative actions. It is concluded that the proposed model offers a theoretical–practical tool for understanding, analyzing, and promoting the professional development of Natural Science teachers.References
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