Concepciones sobre la ense？anza del profesorado y sus actuaciones en clases de ciencias naturales de educación secundaria

this article identifies science teachers' conceptions of teaching in secondary school, and studies the relation between these conceptions and teachers' actions in the classroom. the information was obtained through a semistructured interview and observations in class. based on the implicit theories of pozo et al. (2006), the teachers' responses to the interview questions, and the teaching behaviors observed, a classification was made of direct, interpretative, and constructive conceptions. most of the participants had interpretative and direct conceptions of teaching, and showed a lack of coherence between the conceptions they presented in the interview and their classroom behavior.