Social Representations About Museums of Preservice Teachers Who Participate in a Museum Internship

ABSTRACT This article presents the results of a research project aimed at identifying the Social Representations of a group of preservice teachers who participated in a museum internship and inferring the influence of these representations on educational practice in this context. The research employs a mixed‐methods design with a qualitative approach. The sample consisted of eight preservice teachers of natural sciences from a Colombian university. Following a previous examination of the social representations associated with museums and the pedagogical practices developed in this context, data collection took place during a workshop that explored content related to museum education. Findings suggest that the Social Representations perceived by the participants identify a museum as an educational space conducive to teacher training, where learning, mediation, and motivation are aspects that occur with various audiences.