Pedagogical Thinking in Science Education. Analysis of Curricular Beliefs and Their Implications for High School Teacher Training [Pensamiento Pedagógico en la Enseñanza de Las Ciencias. Análisis de Las Creencias Curriculares y Sus Implicancias Para la Formación de Profesores de Enseñanza Media]

The aim of this work was to study the pedagogical thinking of a set of 303 Chilean teachers who teach science, by analyzing the curricular beliefs and curricular action beliefs of the teachers. This study is part of a wider investigation (FONEDCYT 11130150) on the training prospective teachers whose background thinking, knowledge and practice of Chilean teachers who teach science in secondary level education. The information collected through a Likert-type questionnaire and treated with multivariate techniques shows that the constructivist trend of the teachers is related to what they think that it should be done and not to what they believe to do in their classes. In the latter aspect, the evaluation shows a strong traditional tendency. These results have implications on initial and continuing training of science teachers, especially in the context of professional development and teaching career.