Abstract

CHACON-CORZO, María A.. The construction of knowledge about teaching from the prospective teachers' perspective. Educación [online]. 2015, vol.39, n.1, pp.51-67. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v39i1.17848.

The objective of this paper was to explore and characterize the construction of knowledge based on the perceptions of prospective teachers. It is a qualitative study that attempts to understand and interpret the meanings and beliefs about teacher knowledge. The participants were the last semester students enrolled in Basic Integral Education at the University of Los Andes Dr. Pedro Rincón Gutiérrez in Táchira state-Venezuela. The techniques used to collect data were the interview and reflective diaries written by the participants during their field experiences. The software Atlas-ti version 6.0 was used to analyze data. As a result of the analysis the following categories emerged: Pedagogical knowledge, development of reflection as a competence, and formative experiences. These findings explain the dimensions about teacher knowledge from the prospective teachers' perspective. It is a complex and multidimensional process that comes from several sources and demands reflective processes that tell about their progress and limitations, so that prospective teachers reach higher levels of reflection that contribute to understand teaching as a task that demands disposition for long life learning.

Keywords : teacher development; Basic Education; learning; knowledge; teaching..

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