new final exam in the school year 2016/17 in which, for the first time, physics could
be a predominant part. Secondary school physics teachers have a degree in math,
phys, engineering, resulting in a not-homogeneous good disciplinary formation,
accompanying the aforementioned problems regarding the specific professional
competences.
New teaching profession is composed by an articulate set of disciplinary, technical, pedagogical, social, and organizational competences (Michelini 2001; Michelini
et al. 2002) and Physics Education Research (PER) has to contribute to in-service
teacher formation, since research represents the most effective instrument for
teachers involvement in their formation, integrated with didactical commitment.
Experiences of collaboration with professionals in educative and didactical research
is therefore an important condition for the joining of research and professional
practice (Dutto et al. 2003a, b) that turns to be a mixture of pure, applied and action
research.
14.2 The IDIFO6 Project and the MQ_P Course
Peculiarities
Since 1996, Physics Education Research Unit (PERU) from University of Udine
(Italy) coordinates IDIFO (Didactical Innovation In Physics and Guidance) project
2
with 20 Italian universities involved. A master offering 198 CTS on modern physics
topics for in-service teacher education and 2, 12, and 60-CTS educational modular
paths, both in frontal lessons and in e-learning making use of a specific web
platform, allow the a choice for a personal profile formation. IDIFO6 project offer
allowed to respond positively to the request of 25 physics secondary school teachers
asking for specific training on modern physics from a network of three schools from
Veneto, one of the biggest Italian region, proposing them a specific course named
MQ_P. Teachers requested this specific training, moved by their responsible engagement, in order to best accomplish their mission in the formation of the new
generations of students.
Teacher formation model in MQ_P course employed integrates phases of study,
critical reflections and actions, sharing with the researchers’ discussions of problematic issues and proposals of intervention in a school setting. Contents and
methods of in-service teacher education involved the educational reconstruction of
fundamental disciplinary contents, analysis of alternative teaching paths, formal
deepening of content structures and problem solving activities together with the
planning of teaching interventions.
Three phases were planned corresponding to three specific formative models for
teachers (Michelini et al. 2013, 2015):
2 http://www.fisica.uniud.it/URDF/laurea/idifo6.htm.
14 IDIFO6 MQ_P: A Course for In-Service Secondary School Teachers Education on. . . 177
be a predominant part. Secondary school physics teachers have a degree in math,
phys, engineering, resulting in a not-homogeneous good disciplinary formation,
accompanying the aforementioned problems regarding the specific professional
competences.
New teaching profession is composed by an articulate set of disciplinary, technical, pedagogical, social, and organizational competences (Michelini 2001; Michelini
et al. 2002) and Physics Education Research (PER) has to contribute to in-service
teacher formation, since research represents the most effective instrument for
teachers involvement in their formation, integrated with didactical commitment.
Experiences of collaboration with professionals in educative and didactical research
is therefore an important condition for the joining of research and professional
practice (Dutto et al. 2003a, b) that turns to be a mixture of pure, applied and action
research.
14.2 The IDIFO6 Project and the MQ_P Course
Peculiarities
Since 1996, Physics Education Research Unit (PERU) from University of Udine
(Italy) coordinates IDIFO (Didactical Innovation In Physics and Guidance) project
2
with 20 Italian universities involved. A master offering 198 CTS on modern physics
topics for in-service teacher education and 2, 12, and 60-CTS educational modular
paths, both in frontal lessons and in e-learning making use of a specific web
platform, allow the a choice for a personal profile formation. IDIFO6 project offer
allowed to respond positively to the request of 25 physics secondary school teachers
asking for specific training on modern physics from a network of three schools from
Veneto, one of the biggest Italian region, proposing them a specific course named
MQ_P. Teachers requested this specific training, moved by their responsible engagement, in order to best accomplish their mission in the formation of the new
generations of students.
Teacher formation model in MQ_P course employed integrates phases of study,
critical reflections and actions, sharing with the researchers’ discussions of problematic issues and proposals of intervention in a school setting. Contents and
methods of in-service teacher education involved the educational reconstruction of
fundamental disciplinary contents, analysis of alternative teaching paths, formal
deepening of content structures and problem solving activities together with the
planning of teaching interventions.
Three phases were planned corresponding to three specific formative models for
teachers (Michelini et al. 2013, 2015):
2 http://www.fisica.uniud.it/URDF/laurea/idifo6.htm.
14 IDIFO6 MQ_P: A Course for In-Service Secondary School Teachers Education on. . . 177