Models and Approaches for Teacher and Pre-Service Teacher Education

Since the 1960s, the research group has been engaged in teacher education—both pre-service and in-service—consistently aligning with national reforms regarding physics teacher certification in secondary schools.

Central to its work is a critical reflection on the role of teachers and schools in contemporary society, described by scholars as the "society of acceleration" (Rosa, 2013) and "society of uncertainty" (Morin, 2000; Bauman, 1999).

In this scenario, schools can reclaim their institutional role by addressing emerging societal challenges (e.g., AI, climate, sustainability) and promoting inclusive learning environments. Teachers become cultural mediators, working in synergy with science education research. Based on this vision, the group has contributed to European projects such as  IDENTITIES, SEAS, CLIMADEMY, and FEDORAS, all of which aim to innovate teacher education through interdisciplinary approaches, systems thinking, co-design with communities, and open schooling.

FEDORAS, in particular, seeks to integrate the GreenComp framework into STEAM competences, build regional networks, and develop multidimensional assessment tools. The project supports teachers in fostering green and digital transitions, promoting innovative, collaborative, and research-informed methodologies, and contributing to the development of a European teaching community equipped to navigate and respond to contemporary global challenges.