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
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Atribución-NoComercial 4.0 InternacionalDerechos reservados - Universidad Nacional de Colombiahttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Oss, Débora Izé Balsemão7a1cd8d9-f97c-4f93-93a6-2b6fe131c8bc3002019-07-03T03:01:48Z2019-07-03T03:01:48Z2018-01-01ISSN: 2256-5760https://repositorio.unal.edu.co/handle/unal/66871http://bdigital.unal.edu.co/67899/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.Los programas de formación de maestros han evolucionado sobre todo desde la perspectiva del mundo académico, lo que eventualmente puede impactar en el trabajo que los maestros enfrentan cotidianamente, particularmente en lo que respecta al trato con sus estudiantes. Este artículo de reflexión aborda aspectos relacionados con el conocimiento práctico personal de una maestra brasileña y el papel de la experiencia de los practicantes en el trato con estudiantes adolescentes (6º a 9º grado). Defiende que el conocimiento práctico personal de los profesores pueda evolucionar hacia el conocimiento profesional siempre que se analice, verifique y mejore. Las reflexiones sobre la formación de maestros de segunda lengua, los pensamientos reflexivos y los proyectos desarrollados por la autora ilustran lo que se puede considerar al desarrollar estrategias que sean consistentes con los programas deseados de formación de maestros.application/pdfspaUniversidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILEhttps://revistas.unal.edu.co/index.php/profile/article/view/62327Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional DevelopmentPROFILE Issues in Teachers' Professional DevelopmentOss, Débora Izé Balsemão (2018) The Relevance of Teachers’ Practical Knowledge in the Development of Teacher Education Programs. Profile: Issues in Teachers´ Professional Development, 20 (1). pp. 167-178. ISSN 2256-576037 Educación / Education8 Literatura y retórica / LiteratureEnglish language teachingpersonal practical knowledgesecond language teacher educationalumnadoconocimiento práctico personaleducación de maestros de segunda lenguaenseñanza de lengua inglesaThe Relevance of Teachers’ Practical Knowledge in the Development of Teacher Education ProgramsArtículo de revistainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Texthttp://purl.org/redcol/resource_type/ARTORIGINAL62327-365344-1-PB.pdfapplication/pdf258687https://repositorio.unal.edu.co/bitstream/unal/66871/1/62327-365344-1-PB.pdf92d2f54fb74246d4c42e46005908cac5MD51THUMBNAIL62327-365344-1-PB.pdf.jpg62327-365344-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg7095https://repositorio.unal.edu.co/bitstream/unal/66871/2/62327-365344-1-PB.pdf.jpg358fa0c9fbfe55c4b73d5dd7e4b4c7aaMD52unal/66871oai:repositorio.unal.edu.co:unal/668712023-05-27 23:02:53.764Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.co |
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The Relevance of Teachers’ Practical Knowledge in the Development of Teacher Education Programs |
| title |
The Relevance of Teachers’ Practical Knowledge in the Development of Teacher Education Programs |
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The Relevance of Teachers’ Practical Knowledge in the Development of Teacher Education Programs 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 |
| title_short |
The Relevance of Teachers’ Practical Knowledge in the Development of Teacher Education Programs |
| title_full |
The Relevance of Teachers’ Practical Knowledge in the Development of Teacher Education Programs |
| title_fullStr |
The Relevance of Teachers’ Practical Knowledge in the Development of Teacher Education Programs |
| title_full_unstemmed |
The Relevance of Teachers’ Practical Knowledge in the Development of Teacher Education Programs |
| title_sort |
The Relevance of Teachers’ Practical Knowledge in the Development of Teacher Education Programs |
| dc.creator.fl_str_mv |
Oss, Débora Izé Balsemão |
| dc.contributor.author.spa.fl_str_mv |
Oss, Débora Izé Balsemão |
| dc.subject.ddc.spa.fl_str_mv |
37 Educación / Education 8 Literatura y retórica / Literature |
| topic |
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 |
| dc.subject.proposal.spa.fl_str_mv |
English language teaching personal practical knowledge second language teacher education alumnado conocimiento práctico personal educación de maestros de segunda lengua enseñanza de lengua inglesa |
| description |
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. |
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2018 |
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2019-07-03T03:01:48Z |
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2019-07-03T03:01:48Z |
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Artículo de revista |
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ISSN: 2256-5760 |
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https://repositorio.unal.edu.co/handle/unal/66871 |
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Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development PROFILE Issues in Teachers' Professional Development |
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Oss, Débora Izé Balsemão (2018) The Relevance of Teachers’ Practical Knowledge in the Development of Teacher Education Programs. Profile: Issues in Teachers´ Professional Development, 20 (1). pp. 167-178. ISSN 2256-5760 |
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