DIDACTIC ENGINEERING, THEORY OF DIDACTIC SITUATIONS, AND PCK: AN INTEGRATIVE MODEL FOR PHYSICS AND MATHEMATICS TEACHER EDUCATION

Abstract

This theoretical article proposes an integrative model for the initial training of Physics and Mathematics teachers, articulating three theoretical frameworks: the Theory of Didactical Situations (TDS), by Guy Brousseau; Pedagogical Content Knowledge (PCK), by Lee Shulman; and Didactic Engineering (DE), by Michèle Artigue. The aim is to examine the potentials and limits of this model for overcoming the fragmentation between disciplinary and pedagogical knowledge in undergraduate teaching curricula. The TDS offers epistemological principles for designing learning situations; PCK describes the professional knowledge mobilised by the teacher; and DE, in its Didactic Engineering for Teacher Education modality, acts as a methodological device that integrates theory and practice. The analysis reveals that the model enhances the articulation between theory and practice, the integrated development of PCK, and reflection on teaching action, promoting the simultaneous mobilisation of professional knowledge subdomains throughout all phases of the formative process. However, it faces limitations such as the demand for theoretical mastery by the teacher educator, adequate institutional conditions, student resistance, and the need for empirical validation. It is concluded that the model is promising for teacher education, provided it is adapted to the specificities of Mathematics (deductive nature) and Physics (experimental and modelling nature). Future research should operationalise and empirically test the proposal in diverse initial training contexts.