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

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