What do teachers know?

The authors outline ten theoretical aspects of teachers' professional knowledge, so that interested educators and researchers can delve deeper into this subject. They take into account approaches made by various authors, adding brief comments and possible applications. Throughout the book, the following aspects are focussed on: a definition of professional teaching knowledge; good teaching throughout one's career; the guiding principles of learning to teach; the basis of teaching knowledge and its sources; a model of pedagogical reasoning; how teachers learn; subject knowledge for teaching; the specificity generators of the teaching role; and professional teaching knowledge as an object of study. The theoretical aspects discussed here are powerful enough to support the communicability and circulation of future work that aims to investigate professional teaching knowledge applied to specific contexts.

Autorentext

André Frangulis Costa Duarte has a master's degree in Education; specialises in Distance Learning and Pedagogical Coordination; graduated in Military Sciences, Philosophy and Pedagogy. Ana Maria Gimenes Corrêa Calil has a PhD in Education (PUC - SP); she teaches on the Pedagogy course and the Professional Master's in Education - UNITAU.

Klappentext

The authors outline ten theoretical aspects of teachers' professional knowledge, so that interested educators and researchers can delve deeper into this subject. They take into account approaches made by various authors, adding brief comments and possible applications. Throughout the book, the following aspects are focussed on: a definition of professional teaching knowledge; good teaching throughout one's career; the guiding principles of learning to teach; the basis of teaching knowledge and its sources; a model of pedagogical reasoning; how teachers learn; subject knowledge for teaching; the specificity generators of the teaching role; and professional teaching knowledge as an object of study. The theoretical aspects discussed here are powerful enough to support the communicability and circulation of future work that aims to investigate professional teaching knowledge applied to specific contexts.