A prelude to teacher training in the teaching of physics in Nicaragua

A reconstruction from the perspective of the participants

Abstract

The purpose of this article is to understand how the Physics Education program emerged at the National Autonomous University of Nicaragua (UNAN-Managua). An interpretive research approach was adopted, using an oral history design and a narrative method. The study was based on the testimonies of six participants who experienced the founding period as teachers and students. The analysis was carried out considering three main categories: (1) Beginnings: vocations and prior experiences; (2) University experience: memories of physics training; and (3) Traces, consolidation, and praxis after graduation. These categories allowed for a reconstruction of the historical memory surrounding the creation of the program and gave voice to events that contribute to the institution’s collective memory.