Resumo

AMORTEGUI-CEDENO, Elias Francisco  e  MOSQUERA, Jonathan Andrés. Contributions of Pedagogical Practice in Building the Teacher's Knowledge. Rev. Fac. Cienc. Tecnol. [online]. 2018, n.43, pp.47-65. ISSN 0121-3814.

In this paper we present the results of a study that aimed to characterize the construction of the professional knowledge of science teachers in the subjects Teaching Practice I and Teaching Practice II of the Bachelor's Degree in Natural Sciences: physics, chemistry, biology at Universidad Surcolombiana (Neiva, Colombia). We start from a prospective longitudinal qualitative approach by using the method of content analysis through the Atlas.ti 7.0 software and, as information gathering tools, we used participant observation and the documentary analysis carried out on the productions of the future teachers. We systematized the action of two pre-service teachers during 3 months in the first semester of 2015. For the analysis, we considered components of Didactic Content Knowledge, finding in the results an attitudinal and contextual mobilization by pre-service teachers in the face of the development of their professional practices; we also found a marked reflective and critical stance on the teaching-learning of sciences, which allowed them better self-regulation in the processes of configuration of a specific Teacher's Knowledge.

Palavras-chave : teacher's professional knowledge; didactic content knowledge; early teacher training.

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