Challenges of teaching practice in Physics Teaching: An analytical tool based on institutional and individual factors

This article addresses the challenges of teaching practice in Physics Education, based on the hypothesis that an initial analysis of Physics teachers' difficulties and challenges, organized into institutional and individual dimensions, can provide a systematization of systemic factors and highlight the complexity of this practice. The study has a twofold objective: first, to develop and present an analytical tool for classifying the challenges faced by Physics teachers; and second, to apply this tool in a literature review to analyze these challenges from the perspective of studies on Physics teachers' practice in basic education. The proposed analytical tool is based on the institutional dimension (endogenous/exogenous factors) and the individual dimension (internal/external factors), generating a four-quadrant model. This tool was applied in a literature review following the PRISMA protocol guidelines and utilizing the CAPES Periodicals Portal scientific database, from which twenty articles were selected and analyzed in light of the proposed tool. The results demonstrate an interdependent dynamic, in which external and institutional challenges generate cascading effects that directly impact teachers' practice, agency, and well-being. Personal challenges and those related to professional knowledge are not individual failures, but rather reflections of a precarious system driven by top-down policies.