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How physics teachers approach innovation: An empirical study for reconstructing the appropriation path in the case of special relativity

机译：物理教师如何做好创新：在特殊相对论的情况下重建拨款路径的实证研究

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摘要

This paper concerns an empirical study carried out with a group of high school physics teachers engaged in the Module on relativity of a Master course on the teaching of modern physics. The study is framed within the general research issue of how to promote innovation in school via teachersa€? education and how to foster fruitful interactions between research and school practice via the construction of networks of researchers and teachers. In the paper, the problems related to innovation are addressed by focusing on the phase during which teachers analyze an innovative teaching proposal in the perspective of designing their own paths for the class work. The proposal analyzed in this study is Taylor and Wheelera€?s approach for teaching special relativity. The paper aims to show that the roots of problems known in the research literature about teachersa€? difficulties in coping with innovative proposals, and usually related to the implementation process, can be found and addressed already when teachers approach the proposal and try to appropriate it. The study is heuristic and has been carried out in order to trace the a€?appropriation path,a€? followed by the group of teachers, in terms of the main steps and factors triggering the progressive evolution of teachersa€? attitudes and competences.
机译：本文涉及一组经验研究，与一群高中物理教师从事模块，以了解现代物理教学硕士课程的相对性。该研究在如何通过教师促进学校创新的一般研究问题中的框架教育与如何通过研究人员和教师网络建设研究和学校实践之间的富有成效性。在本文中，通过重点关注教师分析创新教学提案的观点来解决与创新的阶段有关的问题，以便为课堂工作设计自己的道路。本研究中分析的提案是泰勒和六架欧元的教学特殊相对论的方法。本文旨在表明，关于教师的研究文献中所知的问题的根源？应对创新建议的困难以及通常与实施过程有关，可以在教师接近提案并尝试适当的时候找到和解决。这项研究是启发式的，已经进行了追查A€？拨款路径，一个€？其次是一群教师，就主要步骤和因素引发了教师的渐进演变€？态度和能力。

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