This work aims to analyze the impact of a Professional Master's in Physics Teaching in the professional life of their students throughout the concepts of knowledge and professional knowledge coined respectively by Tardif (2007) and Porlan and Rivero (1998). The investigation is qualitative, based on discourse analysis of Bakhtin (2003). One of the stages of the research presented here is based on semi-structured interviews conducted with twenty students in different situations in relation to the course. The findings suggest that the actions involved in the teaching practice of students concerning curriculum, planning, concepts and beliefs, are steeped in elements of the so called technical rationalism, which the Professional Master's degree does not seem to shatter.
Master's degree; professional knowledge; teacher training.