Epistemology of teacher education: a critical view
DOI:
https://doi.org/10.5377/paradigma.v23i36.6486Keywords:
Epistemology of education, research, teacher education, teacher trainingAbstract
This essay suggests a review of concepts with a universal origin and that are used in training education professionals interchangeably, resulting in confusion differentiating the training of teachers with teacher training (the preparation that a person possesses) . The same happens with the concepts: methods, techniques, strategies, procedures and processes. By own experience and in discussions with different professionals in different universities, teachers and students accept them as known concepts, but with different meanings.
What this essay is about is an attempt of trying to differentiate these concepts and give an academic perspective to teacher training, which should be the result of the exchange of substantive and syntactic knowledge of sciences, and especially the pedagogical-didactic-psychological knowledge pertaining to the trainer issue: a teacher must know how to teach.
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