Brief reflection on the theories of Chevallard and Shulman: didactic transposition and pedagogical knowledge in Physics Teaching
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Published in Vol. 10 (2025) of Revista Prática Docente (Journal Practice Teacher).
The Journal Revista Prática Docente (RPD) is a free publication of the Federal Institute of Education, Science and Technology of the State of Mato Grosso, campus Confresa. Its aims to give visibility to the scientific production in the areas of Education contributing to the consolidation of teaching, research and extension, as well as to act as an instrument for the dissemination of studies and research carried out by national and international authors and / or groups. Therefore, the journal publishes works in the areas that support the pillars of Education, in the following areas: Human sciences and their technologies; Nature sciences and their technologies; Languages, codes and their technologies and Mathematics and its technologies, in national and international institutions.
Prefixo DOI: 10.23926
ISSN: 2526-2149
Qualis 2013-2016: B2 Ensino, B5 Ciências Ambientais, B5 Ciência Política e Relações Internacionais e C Química.
Abstract
This study aims to summarize the main relationships between Lee Shulman's Theory of Pedagogical Content Knowledge (PCK) and Yves Chevallard's Anthropological Transposition of Didactics (TAD), highlighting their contributions to the teaching-learning process of Physics and to the training of teachers in this area. Methodologically, this is a bibliographic review research, which presents theoretical reflections on how the dialogue between Shulman's and Chevallard's propositions can be relevant to the teaching of Physics. The results show that the articulation of these theories offers conceptual subsidies that can enhance pedagogical practices, improve the quality of teaching-learning and guide the didactic-pedagogical training of Physics teachers.
References
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