The construction of professional knowledge

Approaches between teachers' creative processes and pedagogic content knowledge

Authors

DOI:

https://doi.org/10.34024/prometeica.2023.28.15609

Keywords:

Teacher Education, pedagogical content knowledge, Teacher Knowledge, Teachers Creative Process

Abstract

The context of Brazilian basic education is characterized, in general, by the performance of teachers with training gaps, who teach classes in different disciplines, in the case of the initial years of elementary school, or who teach different disciplines in their area of ​​education, in case of final grades and high school. Along these lines, several studies point to evidence of gaps and conceptual inaccuracies in the planning of didactic interventions, due to precarious professional development. Thus, this article presents a systematic theoretical review on the topic related to professional knowledge in teaching and seeks to contribute to this debate, bringing as a result the proposal of a vision of the process of building teaching knowledge based on models of pedagogical knowledge of content articulated with Vygotskian creation processes. This proposal enabled possible implications of the articulations presented in association with research related to teacher training, as well as with training proposals, which take into account the teacher's cultural context, specifically their repertoire schemes, represented here by the creative spectrum. In this way, it is intended that training contexts use and increase the teaching repertoire, a repertoire that is fundamental for the development of new Pedagogical Content Knowledge in a transformative nature, enabling practices that allow for teaching professional development.

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Author Biographies

Leonardo André Testoni, Universidade Federal de São Paulo

Graduated in Physics from the University of São Paulo. Graduated in Chemistry from the Municipal University of Taubaté. Master in Education (emphasis in Science and Mathematics) from the University of São Paulo. PhD in Education (emphasis in Science and Mathematics) from the University of São Paulo. He is currently an Adjunct Professor and Researcher at the Federal University of São Paulo (Institute of Environmental, Chemical and Pharmaceutical Sciences). Permanent Advisor of the Graduate Program in Teaching Science and Mathematics (PECMA - UNIFESP). He also acts as an advisor and collaborating professor in the Graduate Program in Teaching and History of Science and Mathematics, at the Federal University of ABC. He has experience in the field of Natural Sciences/ Mathematics/ Education, with an emphasis on Teaching-Learning Processes, Teacher Education and History and Philosophy of Science and Mathematics.

Vera Maria Nigro de Souza Placco, Pontifícia Universidade Católica de São Paulo

Graduated in Pedagogy from the University of São Paulo (1967), master's degree in Education (Educational Psychology) from the Pontifical Catholic University of São Paulo (1978), Ph.D. in Education (Educational Psychology) from the Pontifical Catholic University of São Paulo (1992 ) and post-doctorate in Social Psychology at École Des Hautes Études en Sciences Sociales (EHESS) - France. She is currently a professor at the Postgraduate Studies Programs in Education: Psychology of Education and the Professional Master's Program (PEPG in Education: Formation of Trainers), at the Pontifical Catholic University of São Paulo. He coordinates the research group School Context, Identity Processes in the formation of Basic Education Teachers and Students (CEPId).

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Published

2023-11-11

How to Cite

Testoni, L. A., & Placco, V. M. N. de S. (2023). The construction of professional knowledge: Approaches between teachers’ creative processes and pedagogic content knowledge. Prometeica - Journal of Philosophy and Science, 28, 36–52. https://doi.org/10.34024/prometeica.2023.28.15609

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Vol. 28 (2023): Prometeica - v 28 (11/2023 - 02/2024)

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Copyright (c) 2023 Leonardo André Testoni, Vera Maria Nigro de Souza Placco

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