Modelos de práctica docente de futuros profesores de física: entre normativas y posibilidades.

This article investigates the impact of public policy on the teaching practice model of an initial teacher education program for Physics teachers, through the content analysis of the self-evaluation document of a Bachelor's program in Physics, which is attached to a Colombian public university. The results show that education Resolution 18 583 of 2017 from Ministry of Education (men), prescribes a teaching practice model that seems to be directed towards technical rationality. Likewise, the impact of this regulation is noticeable in the selfevaluation documents, where a possible gap between the referential framework and the programming is present; that is, the necessary conditions to develop a model of educational practice in accordance with theoretical approaches. Finally, it is concluded that it is necessary to generate conditions to strengthen the link between University-School moving towards critical rationality: recognizing subjects and roles, contexts and educational issues, as well as generating communities of practice and public policies that consider all the actors involved in initial teacher education processes. [ABSTRACT FROM AUTHOR]