Electric Field Teaching from the perspective of Pedagogical Content Knowledge La Enseñanza del Campo Eléctrico desde la mirada del Conocimiento Didáctico del Contenido

In view of the debate on science teacher education in Colombia, and the recent inclusion in our context of pedagogical content knowledge (PCK) as an integral tool to physics teaching, we present the results of a qualitative study, where we characterize as a high school physics teacher thinks, designs and does, in relation to electric field teaching. Data were obtained using video recordings from 7 classroom observations of the following contents/topics: (1) electric charge, (2) electric force, (3) electric field and (4) potential. The video analysis was triangulated using data from: semi-structured interview; questionnaire with open questions about the planning; the electric field and teaching; the matrix designed by Loughran, et al, (1) CoRe, the syllabus; lessons plans; and didactic unit. We considered, the categories proposed by Magnuson et al, (2). The processing of data was done through Nvivo10. The findings revealed that PCK's teacher is mediated by the idea of physical and relationship with mathematics, which influences considerably on her idea of learning, the ideas of physics that she expresses and who she selects strategies in teaching electric field.