Abstract

According to Science teachers, a great variety of obstacles limits their professional work, and even their students’ learning. Usually, these obstacles are classified as "internal" when teachers feel that they can manage them, and as "external" when they perceive the causes for these obstacles are not related to personal actions. In the face of these problems, a study was performed with 11 Science Teachers that are part of a collaborative reflection group. The purpose was to get to know the obstacles that, according to their perception, affect science teaching and learning, and how they have been able to resignify or overcome them after their participation in collaborative work. The results show a favorable scenario since teachers have changed their perception regarding obstacles, understanding them as elements that are common to the classroom and have transformed their practices so beliefs and teaching strategies from the teacher's perspective do not affect the student's learning.