Considering students' ideas as an important component in pre-service teacher education, we conducted a review of research that implemented curriculum advanced strategies to promote the evolution of professional knowledge. Our analysis has focused particularly on accounts of the existence and didactic use of students' ideas in 18 articles published between 1995 and 2005 in major international journals (English) in the area. The characteristics of these researches in terms of methodology, context and theoretical-practice perspective of implemented formative curriculum approaches are presented. The professional evolution of pre-service teachers was compared to determine the obstacles and progress points within this process. Finally, issues of epistemological order and of coherence were determined to assess the initial professional development of these pre-service teachers. The framework of the formative intervention and the didactic models allows issues to be listed in trying to understand why, in general, the change is small.
Teacher training; Research; Professional; Science education; Ideas
