How We Think About and Prepare to Teach Physics

We have been preparing physics teachers in the same manner for many decades. Yet, physics education research reveals for some observers disturbing evidence of little or no change in understanding the phenomena occurs as a direct result of physics instruction from elementary school through the college years. The apparent compatibility between these learning results and prevailing paradigm enables the construction of a description the paradigm. If it can be demonstrated that there is even just one alternative paradigm from which powerful alternative pedagogical practice is derived, are we not obligated to change how we prepare to teach physics