THE EPISTEMOLOGY OF PRACTICE IN TEACHER EDUCATION: CONSIDERATIONS ON THE DIVERSITY OF ITS PERSPECTIVES AND OF ITS COORDINATIONS

dc.contributorUniversidade Estadual Paulista (UNESP)
dc.date.accessioned2022-04-28T17:20:44Z
dc.date.accessioned2022-12-20T00:35:04Z
dc.date.available2022-04-28T17:20:44Z
dc.date.available2022-12-20T00:35:04Z
dc.date.created2022-04-28T17:20:44Z
dc.date.issued2021-01-01
dc.identifierHolos. Rio Grande Do Norte: Centro Federal Educacao Tecnologica Rio Grande Norte, v. 37, n. 5, 17 p., 2021.
dc.identifier1518-1634
dc.identifierhttp://hdl.handle.net/11449/218368
dc.identifier10.15628/holos.2021.8034
dc.identifierWOS:000704457700004
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5398502
dc.description.abstractThis article is a theoretical essay that presents reflections, actions and questions that can be considered in the constitution of epistemological perspectives for teacher education from epistemology of practice. It is understood that the complexity and potential of the coordination of concepts from different explanations, as well as its limits of approximation, can contribute to the constitution of these perspectives. Among these concepts are, for example, the concepts of reflective and investigative teacher, as well as situated learning in context and also the teacher professionalization.
dc.languagepor
dc.publisherCentro Federal Educacao Tecnologica Rio Grande Norte
dc.relationHolos
dc.sourceWeb of Science
dc.subjectEpistemology of practice
dc.subjectteacher knowledge
dc.subjectteacher education
dc.subjectteacher profissionalization
dc.titleTHE EPISTEMOLOGY OF PRACTICE IN TEACHER EDUCATION: CONSIDERATIONS ON THE DIVERSITY OF ITS PERSPECTIVES AND OF ITS COORDINATIONS
dc.typeArtículos de revistas


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