In search of an epistemology in the education of geography teachers: a path through the pedagogical-geographical teacher thinking
DOI:
https://doi.org/10.5007/2175-795X.2022.e84116Keywords:
Teacher Epistemology, Knowledge and teaching knowledge, Teacher pedagogical-geographic thinkingAbstract
Within the scope of the training of Geography teachers, the concern with advancing the reflections and studies inherent to the knowledge necessary for teaching, going beyond the definition of the content knowledge and methodological definitions involved in it. Thus, it is proposed to reflect on the epistemological bases of this process, understanding the constructs that involve different views and that converge in the construction of a teacher's way of thinking. In this sense, we defend the construction of what we call Teacher Pedagogical-Geographic Thought (PPGP), which involves a broad spectrum of elements from Geography, in its outlines in academic geography (as a trainer of teachers who will work in the school), and in school geography (where teaching takes place), but which is not limited to this science. It also involves Education, with its historicity, its pedagogical processes, with its own culture and processes and other movements involved in the construction of thought. We seek to answer, based on the knowledge built about teacher education, which knowledge are essential to the training of Geography teachers and which constitute the PPGP? We consider that these contributions need to be clear in the teaching activity to support the intentions, actions, propositions and decisions of teachers, involved in the articulation between the professional perspective, with its specific aspects, considering the scope of action and also its subjectivity. Therefore, a qualitative research, with a theoretical and reflexive basis, is developed, in order to advance the propositions already presented in doctoral research.
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