The Relevance of Teachers’ Practical Knowledge in the Development of Teacher Education Programs
Teacher education programs have evolved mostly from the scholarly world’s perspective, which can eventually impact the work that practitioners face on an everyday basis, particularly in regard to dealing with their students. This article of reflection addresses aspects related to a Brazilian teacher...
- Autores:
-
Oss, Débora Izé Balsemão
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2018
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/66871
- Acceso en línea:
- https://repositorio.unal.edu.co/handle/unal/66871
http://bdigital.unal.edu.co/67899/
- Palabra clave:
- 37 Educación / Education
8 Literatura y retórica / Literature
English language teaching
personal practical knowledge
second language teacher education
alumnado
conocimiento práctico personal
educación de maestros de segunda lengua
enseñanza de lengua inglesa
- Rights
- openAccess
- License
- Atribución-NoComercial 4.0 Internacional
| Summary: | Teacher education programs have evolved mostly from the scholarly world’s perspective, which can eventually impact the work that practitioners face on an everyday basis, particularly in regard to dealing with their students. This article of reflection addresses aspects related to a Brazilian teacher’s personal practical knowledge and the role of practitioners’ expertise in dealing with adolescent students (6th to 9th graders). It advocates that teachers’ personal practical knowledge is likely to evolve into professional knowledge provided that it is analyzed, verified, and improved. Insights from second language teacher education, reflexive thoughts, and projects developed by the author illustrate what can be considered when developing strategies that are consistent with the envisioned teacher education programs. |
|---|