Publicación: EL OBJETO DE ESTUDIO DE LA PROFESIÓN DOCENTE COMO RETO EPISTEMOLÓGICO
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2021
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THIS ARTICLE ANALYZES THE OBJECT OF STUDY OF THE TEACHING PROFESSION FROM A BIBLIOGRAPHIC ESSAY. WE AFFIRM THAT THE OBJECT IS PEDAGOGICAL KNOWLEDGE AND THE MECHANISMS OF DISTRIBUTION AND ACQUISITION OF THIS KNOWLEDGE IN TEACHING SITUATIONS (MARTÍN, 2006). THEREFORE, IT IS AN OBJECT CONSTRUCTED, DEFINED AND DEFINED THEORETICALLY AND EPISTEMOLOGICALLY, WHEN THINKING ABOUT THE DISCIPLINE FROM THE PROFESSION, THE FORMATIVE MODELS AND THE PROFESSIONAL KNOWLEDGE THAT IT GENERATES (GADOTTI, 2015; HOUSSAYE, 2014). DOCUMENTARY REVIEW OF 55 SOURCES (70?S UNTIL 2015) WAS CARRIED OUT. THE FINDINGS SHOW THAT LITERATURE COINCIDES IN THE IMPORTANCE OF PEDAGOGICAL KNOWLEDGE, AS A SINGULARITY OF THE PROFESSION. ALSO, FROM A POSTMODERN VISION, EDUCATION EMERGES AS A SOCIAL SCIENCE WHERE KNOWLEDGE IS BUILT FROM THE EDUCATIONAL PRAXIS AS A CONTEXTUALIZED SOCIAL PRACTICE, HISTORICALLY AND CULTURALLY LOCATED. INITIAL TEACHER TRAINING SHOULD EMPHASIZE THE CONSTRUCTION OF PROFESSIONAL KNOWLEDGE AND ITS CONSEQUENT DISCURSIVE COMMUNITY.
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teaching profession, teacher preparation, science of education, , profesión docente, preparación de profesores, ciencia de la educación
