Pedagogic Knowledge: Components for a Reconceptualization

Abstract

In an effort to understand how pedagogic knowledge is construed, this interpretive phenomenological study describes the respective visions of student teachers and professors who train teachers. Some of the findings point to the existence of disintegrated and broken elements, as well as contradictions. Pedagogic action appears as the objective or aim of knowledge that limits the teacher’s professional field and the school is seen as a social space for the construction of that objective. The author’s interpretation of these findings gives new meaning to pedagogic knowledge, casting it as an epistemological aim of the profession and instating the teachers as a builder of that knowledge.