The practice knowledge of the teacher: When does it start?

Abstract

Practical knowledge allows teachers to relate what happens in your classroom with theoretical. This facilitates and promotes consistency pedagogical improvements in practice. The teacher builds his knowledge when he accepts as a basic feature of their profession. Also if you have learned how to turn the thought processes that allow synergies between knowing and doing. This requires first steps in university classrooms. This is the starting point of this article: can work practical knowledge from initial teacher training? First, this paper analyzes and justifies methodological strategies that enable students to develop reflective habits gradually established himself relationships between subject content and educational practice. Second, it describes an experiment carried out in the course “Design, development and innovation of the curriculum”. We present the perceptions of the learning outcomes achieved by the students involved. These results suggest that the introduction of methodological strategies to link theory and practice has led to the acquisition of the contents of the subject while some skills and attitudes reflective listed.

Keywords

• formación preparatoria de docentes
• práctica pedagógica
• competencias del docente
• desarrollo de las habilidades
• método de enseñanza
• innovación pedagógica