Debates on the philosophical interpretations of quantum physics have motivated a renewed interest in how secondary and lower undergraduate students interpret quantum phenomena. In an attempt to contribute to this effort, this paper examines the dynamics of perspective in quantum physics in the context of teacher education. The goal of the study is to investigate how students (N = 36) from a Master’s Degree in Secondary Education Teacher Training in Spain negotiate perspective as they participate in small-group discussions of quantum physics topics. This study focuses on the wave-particle duality, superposition of states, and the calculation of probabilities for two-state systems. The method of research is grounded in sociocultural discourse analysis and focuses on the properties of the utterance as outlined by Bakhtin. Analysis shows that the subjects of the study adopt multiple perspectives when representing the referents of quantum theory. We also find that students’ perspective change is usually followed by a change in the referentially semantic content. Finally, it is suggested that some perspectives are more appropriate than others depending on the task at hand and the learning goals previously defined for instruction.

关于量子物理学的哲学解释的辩论激发了对中学生和低年级本科生如何解释量子现象的新兴趣。为了对这一努力做出贡献，本文考察了教师教育背景下量子物理学视角的动态变化。本研究的目的是调查学生 ( N = 36) 来自西班牙中等教育教师培训硕士学位，他们在参与量子物理主题的小组讨论时进行谈判。这项研究的重点是波粒二象性、状态叠加以及二态系统的概率计算。研究方法以社会文化话语分析为基础，侧重于巴赫金概述的话语属性。分析表明，研究对象在代表量子理论的参照物时采用了多种视角。我们还发现，学生的视角变化通常伴随着指称语义内容的变化。最后，