Resumo

GUEVARA, Jennifer. Practical Knowledge in Preschool Teacher Training. Pedagogía y Saberes [online]. 2018, n.48, pp.127-139. ISSN 0121-2494.

This paper proposes a systematization of the knowledge of the trade circulating in practical and residence spaces for early education, aiming to contribute to the discussion about the practical training of teachers. The analyses shown are the result of an ethnographic research based on a case study performed in practice workshops and in kindergartens associated to a preschool teacher training institution in the Autonomous City of Buenos Aires, Argentina. The paper is divided into four sections. The first one presents several ways in which the issue of the knowledge of the trade that teachers need to teach was formulated. The second one lists the methodological characteristics of the study. The third one analyzes the set of identified knowledge, which is organized in three large groups: knowledge linked to the definition of a teaching proposal, knowledge related to the implementation of a teaching proposal, and knowledge associated to the daily work at the kindergarten. The fourth and last section is a reflection about the implications of the knowledge of the trade in considering its transmission methods and the teachers' profiles.

Palavras-chave : teacher training; early education; teacher knowledge; practical knowledge.

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