摘要：The objective of this paper is to compare the results of the implementation, with a group of Biology and Geology teacher trainas, of a reflective teacher education model with those obtained through the application of “traditional” teacher education models to two other groups. The results focus on both the nature of the discours used by the teacher trainees and their supervisors, and the teaching and learning activities developed during supervised lessons. The results indicate that there is an isomorfism on both the types of discours and the types of teaching and learning activities used by the teacher trainees and their supervisors. This conclusion emphasises the importante of supervisors education by the teacher education institution.
关键词：science teachers ; pre-service praparation ; discourse and pedagogical practice
