Pedagogical Know-how: The Basis of Teaching Practice
Keywords:
Education theory, educational knowledge, pedagogical know-how, teaching practice, teacher training (Source, Unesco Thesaurus).Abstract
This critique involves a descriptive and interpretative analytical exercise that explores the validity, importance and necessity of redefining the teacher’s pedagogical know-how, inasmuch as it is fundamental knowledge for teaching practice. The analysis involves initial considerations about knowledge in general and the characterization of pedagogical know-how in particular, the idea being to situate the analysis in a specific field; namely, that of Foucault’s archeology. Several relationships are addressed succinctly, specifically ones that are connatural between pedagogical know-how and power (as a manifestation of human relations), and are woven into the act of teaching. A brief inventory of the elements that make up pedagogical know-how is provided as well. The exercise ends by asking if it is the teacher who is the master custodian, possessor, builder and rebuilder of that know-how.
http://dx.doi.org/10.5294/edu.2016.19.2.4
Downloads
Published
How to Cite
Issue
Section
License
1. Proposed Policy for Journals That Offer Open Access
Authors who publish with this journal agree to the following terms:
-
This journal and its papers are published with the Creative Commons License CC BY 4.0 DEED Atribución 4.0 Internacional. You are free to share copy and redistribute the material in any medium or format if you: give appropriate credit, provide a link to the license, and indicate if changes were made; don’t use our material for commercial purposes; don’t remix, transform, or build upon the material.