On the periphery of university physics: trainee physics teachers’ experiences of learning undergraduate physics

Abstract

Abstract High school physics teachers have a difficult job to do. On the one hand, they are charged with contributing to the creation of a scientifically literate society, while on the other they play a pivotal role in the recruitment of future physicists. Given the importance of this dual role, one might expect that the training of future physics teachers would be a priority for any physics department. However, research suggests that this is often not the case. While concerns have been raised about future physics teachers’ understanding of physics content, less work has focussed on the sociocultural experiences of the learning environments trainees meet when learning undergraduate physics. This case study examines how a sample of trainee physics teachers perceive learning undergraduate physics content together with engineering and physics bachelor students in a large, high-status, research-oriented physics department. The findings aim to be of interest to physics lecturers when examining their own practice. We interviewed 17 trainee physics teachers about their experiences of learning undergraduate physics, how they perceived the relevance of their physics courses for their future role as teachers, and how this affected their physics learning. Here, we identified four central themes of the students’ experiences: (1) teacher programme invisibility, (2) passive classroom culture, (3) perceived relevance of physics courses, and (4) no incentive to do well in physics. We discuss how this study illustrates the potential struggles trainee physics teachers may encounter when learning undergraduate physics. We also suggest how our findings may be used to inform the practice of university physics lecturers who come in contact with trainee physics teachers, and comment on the structure and organization of physics teacher education as a whole.