TEACHER KNOWLEDGE AND PEDAGOGICAL PRACTICE: WHAT MATHEMATICS TEACHERS LEARN IN THE EXERCISE OF THE PROFESSION
DOI:
https://doi.org/10.56238/arev7n11-089Keywords:
Teacher Knowledge, Teacher Education, Mathematics Education, Pedagogical PracticeAbstract
This article analyzes the knowledge constructed and mobilized by Mathematics teachers in their teaching practice and its influence on pedagogical practice. Acknowledging the complexity of teaching and teacher education, it problematizes how this knowledge, which transcends disciplinary content, is constituted and re-signified through professional experience. The main objective is to understand the nature and dynamics of this knowledge, based on contributions from authors such as Tardif (2002), Shulman (1986), and Schön (2000). Methodologically, it is a qualitative research based on a narrative literature review, which enabled a critical analysis of key publications on the subject. The results indicate that teacher knowledge is hybrid, multi-dimensional, and constructed through the interplay between training, reflection, and practice. It is concluded that Mathematics teaching is a continuous space for professional learning, where the teacher acts as an epistemic and reflective subject, capable of adapting and innovating their practices. This highlights the need for teacher education programs that value experience and reflection on action.
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