Session Information
SES F 05, Paper Session
Paper Session
Contribution
Nowadays, is very important to reach good teaching practices in order to promote learning among all students. Therefore, it is extremely important to take into account a process of teaching and learning that involves all the strategies with which teachers ensure the learning at the classroom.
Secondary teachers must muster not only a specific subject but also a pedagogical content knowledge to develop better comprehension of a subject matter (Shulman, 1986). According to this author, pedagogical content knowledge is what often distinguishes the subject matter specialist from the pedagogue. It enables one to represent, illustrate, and explain ideas in ways that students are able to comprehend.
The ability to reflect in and on their own pedagogical practices seems to be a very important skill too (Schön, 1998). This reflection can serve as a corrective to over-learning: This author asserts that “Through reflection, he can surface and criticize the tacit understandings that have grown up around the repetitive experiences of a specialized practice, and can make new sense of the situations of uncertainty or uniqueness which he may allow himself to experience” (Schön, 1998:61).
This research describes the pedagogical practices that expert secondary teachers from different kind of fields have developed through their professional career as teachers at schools which are located in very poor psychosocial contexts in Chile. Indeed, it tries to comprehend how they were able to develop this kind of expertise in spite of the adverse conditions.
Some research questions are: How is the pedagogical content knowledge these teachers have developed in order to promote learning at theses secondary schools? Which are the points in common? Which pedagogical competencies are more related to their specific discipline field? Which are the sources that feed their pedagogic expertise?
Method
Expected Outcomes
References
Angulo Rasco, F. (1999). De la investigación sobre la enseñanza al conocimiento docente. En M. P. Gómez, J. B. Ruiz & J. A. Rasco (Eds.), Desarrollo profesional del docente. Política, investigación y práctica (pp. 261-319). Madrid: AKAL. Claxton, G. (2002). Anatomía de la intuición. En Terry Atkinson y Guy Claxton (Eds.) El profesor Intuitivo. (pp. 50-75). Barcelona: Octaedro. Grimmett, P., & MacKinnon, A. (1992). Craft Knowledge and the Education of Teachers. In C. Grant (Ed.), Review of Research Eduaction (Vol. 18, pp. 385-456). Washington: AERA. Grossman, P. L. (2005). Un estudio comparado: las fuentes del conocimiento didáctico del contenido en la enseñanza del inglés en secundaria. Profesorado. Revista de currículum y formación del profesorado, 9 (2), pp. 1-17. Kogan, B. (2004). Professional development.Learning from experience. Common schools, uncommon futures: a working consensus for School renew. En Lee Shulman The Wisdom of Practice. Essays on teaching, learning, and learning to teach (pp. 503-520). San Francisco: Jossey-Bass. Pérez Gómez, A. (1994). Enseñanza para la comprensión. In J. Gimeno & A. Pérez (Eds.), Comprender y trasformar la enseñanza (pp. 78-113). Madrid: Morata. Reynolds, M. (1989). Knowledge base for the beginning teacher. American association of colleges for teacher education. New York: Pergamon Press, Inc. Schön, D. (1998). El profesional reflexivo. Cómo piensan los profesionales cuando actúan. Barcelona: Paidós. Shulman, L.S. (1986) Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
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