In this paper we focus expectations related to the role of the High School physics teacher, implied either in didactic resources, produced for that teaching in six decades and associated to different pedagogic tendencies, as due to the production of results of investigations in the science education area, and we suppose that those expectations are related with educational representations; we understand the representation according to Henri Lefèbvre's work. We point out the need of the teacher's reflection about his own representations to arrive to the autonomy in the organization and execution of his pedagogic project.
Teacher performance; pedagogic project; teachers representations; physics teaching