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Authors
Advisor(s)
Abstract(s)
El
conocimiento
profesional
ha
sido
entendido
en
la
sociologĆa
de
las
profesiones
como
uno
de
los
elementos
distintivos
de
los
grupos
profesionales,
asĆ
como
recurso
de
poder
y
afirmaciĆ³n
profesional.
En
la
formaciĆ³n
de
los
profesores,
las
vĆas
y
modalidades
de
formaciĆ³n
inicial
y
continua
conocieron,
en
Portugal,
una
significativa
inversiĆ³n
y
toma
de
decisiĆ³n
polĆtica.
Las
alteraciones
introducidas
resultaron,
en
parte,
en
el
(re)posicionamiento
de
los
profesores
en
la
clasificaciĆ³n
de
las
profesiones
mƔs
recientes.
La
bĆŗsqueda
a
partir
de
la
cual
se
propone
la
presente
texto
se
encuadra
en
la
problemƔtica
del
conocimiento
profesional
de
los
profesores,
en
particular
en
relaciĆ³n
entre
la
teorĆa
y
prƔctica
profesionales.
MetodolĆ³gicamente
los
resultados
presentados
provienen
de
una
investigaciĆ³n
desarrollada
en
torno
a
la
prƔctica
profesional
de
los
profesores
en
contexto.
TĆ©cnicamente
se
centra
en
el
anƔlisis
de
dos
entrevistas
(una
sobre
las
situaciones
observadas
en
contexto
profesional,
y
otra
sobre
la
formaciĆ³n
y
trayectorias
profesionales)
realizadas
a
profesores
de
enseƱanza
bƔsica
de
dos
agrupamientos
de
escuelas.
Se
concluye
que
para
estas
profesoras
la
formaciĆ³n
se
constituye
como
elemento
central
de
la
construcciĆ³n
y
uso
de
su
conocimiento
profesional.
Abstract Professional knowledge has been understood in the sociology of professions as one of the distinctive elements of professional groups, as well as power resource. In Portugal, relatively to teachersā training ways and modalities, both initial and continuing, met a significant investment and political decision-Āāmaking. Those alterations were reflected partly, in the positioning of teachers in the most recent classification of professions. The search presented partially in this text joins to the issues of professional knowledge of teachers, particularly, in relation between theory and professional practice. Methodologically the results presented came from research conducted around the professional practice of teachers in context. Technically the analysis focuses on the analysis of two interviews (one related to situations observed in professional context, and another on training and professional career paths) made to basic education teachers, from two clusters of schools. It is concluded that for these teachers the training is central to the construction, mobilization and use of their professional knowledge in context.
Abstract Professional knowledge has been understood in the sociology of professions as one of the distinctive elements of professional groups, as well as power resource. In Portugal, relatively to teachersā training ways and modalities, both initial and continuing, met a significant investment and political decision-Āāmaking. Those alterations were reflected partly, in the positioning of teachers in the most recent classification of professions. The search presented partially in this text joins to the issues of professional knowledge of teachers, particularly, in relation between theory and professional practice. Methodologically the results presented came from research conducted around the professional practice of teachers in context. Technically the analysis focuses on the analysis of two interviews (one related to situations observed in professional context, and another on training and professional career paths) made to basic education teachers, from two clusters of schools. It is concluded that for these teachers the training is central to the construction, mobilization and use of their professional knowledge in context.
Description
Keywords
Conocimiento profesional Profesores FormaciĆ³n de los profesores Professional knowledge Teachers Teacher training
Citation
Campos,J. (2016). Conocimiento profesional de los profesores: formaciĆ³n de profesores en dos agrupamientos de escuelas. Revista ElectrĆ³nica Interuniversitaria de FormaciĆ³n de Profesorado, 19(2), 273-287