THE INTERPRETATIONS DIVERSITY AS A TEACHER EDUCATION CONSTITUTING FACTOR: READING AND OBSERVATION

Abstract

In this paper we present interpretations analysis of students’ tasks assigned during two courses taught in undergraduate physics pre-service programs, when we carried out among future physics teachers well distinct activities, one involving reading and another one observation. We looked for comprehending their written speech as part of these activities, and to show the diversity of interpretations and the relevance of this task for teachers’ initial training. The theoretical support of this study was the discourse analysis approach initiated in France by Michel Pêcheux.  The no language transparency consideration and the production conditions, discursive memory and repetition notions, as well some possible role played by observation in the scientific construction approaches, contributed to comprehend the students’ written discourses. We showed the future teachers interpretations diversity: when thinking about the possibility to teach or not modern physics in high school level, after reading a text about this subject; and when writing a text about the role of observation in the scientific research.Key-words: reading; observation; interpretation; teacher undergraduate education; discourse analysis.