Designing a Teaching/Learning Sequence to Train In-Service Lower Secondary School Teachers in Physics

This paper presents the design of a teaching-learning sequence aimed at training lower secondary school teachers in physics. The study seeks to provide a tool to enhance physics instruction and develop teachers’ pedagogical content knowledge (PCK). We outline our theoretical framework, primarily grounded in Inquiry-Based Learning pedagogy, and explore its potential application in class to enhance teachers’ professional development. Our findings highlight the importance of addressing mental models and misconceptions to promote targeted actions that strengthen PCK and facilitate conceptual change in teacher training.