Reflections on the political nature within the teaching practice: Novelty Teachers’ Educational Experiences
Author
dc.contributor.author
Hermosilla Salazar, Patricia
Admission date
dc.date.accessioned
2020-03-03T13:38:05Z
Available date
dc.date.available
2020-03-03T13:38:05Z
Publication date
dc.date.issued
2019
Cita de ítem
dc.identifier.citation
Encyclopaideia. Vol.23 n.53 (2019)
es_ES
Identifier
dc.identifier.other
10.6092/issn.1825-8670/9346
Identifier
dc.identifier.uri
https://repositorio.uchile.cl/handle/2250/173451
Abstract
dc.description.abstract
This research study focuses on the development of teachers’ pedagogical knowledge. Its main objective
is to comprehend the values, purposes and rationale that lie beneath teaching training programs.
Therefore, the focal point of the present study is to examine the experiences that are often found
in teaching practices. The methodology of this investigation follows an epistemological and interpretative
perspective through the use of a biographical-narrative approach. In this regard, from the
analysis of teachers’ accounts it is expected to first, reflect on their educational experiences, second,
weigh the meaning behind their daily teaching practices and interactions with students, and finally,
extend on their experiences as teaching program students. For this purpose, the accounts of two secondary
school teachers are portrayed. The findings reveal the complexity of the pedagogical practice
as a reflective profession which, in turn, triggers moral, affective and political repercussions (Arnaus,
1999).