Caminar sobre los dos pies: didáctica, epistemología y práctica de la enseñanza
The double epistemological roots of teaching practice are intended to be enlightened in this article. In order to focus on the epistemology of practice and on the epistemology of the subject knowledge (in this case, history) it is suggested ‘walking on both feet’. However, just adding of both episte...
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Universidade Estadual de Ponta Grossa
2006-12-01
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Online Access: | http://www.revistas2.uepg.br/index.php/praxiseducativa/article/viewFile/289/296 |
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doaj-d509a2bebe244a0f8bde28e52b6618a52020-11-24T23:41:47ZporUniversidade Estadual de Ponta Grossa Práxis Educativa1809-40311809-43092006-12-011287106Caminar sobre los dos pies: didáctica, epistemología y práctica de la enseñanzaAna ZavalaThe double epistemological roots of teaching practice are intended to be enlightened in this article. In order to focus on the epistemology of practice and on the epistemology of the subject knowledge (in this case, history) it is suggested ‘walking on both feet’. However, just adding of both epistemological sources is not the point here. What counts is the finding of the different ways teaching practice is made of subject knowledge, which is in turn ‘practical’ and ‘practised’ itself. Actually, this epistemological duality is to do with academic and practical research modes and understandings, both to be deeply and fruitfully renewed. In addition, according to the entirely practical background of this article, a very brief account of a real practical research on teaching history is offered as a testimony that it is possible, it works and it is worthy for teaching practice improvement.http://www.revistas2.uepg.br/index.php/praxiseducativa/article/viewFile/289/296Teaching practiceEpisthemology of teacher’s practice |
collection |
DOAJ |
language |
Portuguese |
format |
Article |
sources |
DOAJ |
author |
Ana Zavala |
spellingShingle |
Ana Zavala Caminar sobre los dos pies: didáctica, epistemología y práctica de la enseñanza Práxis Educativa Teaching practice Episthemology of teacher’s practice |
author_facet |
Ana Zavala |
author_sort |
Ana Zavala |
title |
Caminar sobre los dos pies: didáctica, epistemología y práctica de la enseñanza |
title_short |
Caminar sobre los dos pies: didáctica, epistemología y práctica de la enseñanza |
title_full |
Caminar sobre los dos pies: didáctica, epistemología y práctica de la enseñanza |
title_fullStr |
Caminar sobre los dos pies: didáctica, epistemología y práctica de la enseñanza |
title_full_unstemmed |
Caminar sobre los dos pies: didáctica, epistemología y práctica de la enseñanza |
title_sort |
caminar sobre los dos pies: didáctica, epistemología y práctica de la enseñanza |
publisher |
Universidade Estadual de Ponta Grossa |
series |
Práxis Educativa |
issn |
1809-4031 1809-4309 |
publishDate |
2006-12-01 |
description |
The double epistemological roots of teaching practice are intended to be enlightened in this article. In order to focus on the epistemology of practice and on the epistemology of the subject knowledge (in this case, history) it is suggested ‘walking on both feet’. However, just adding of both epistemological sources is not the point here. What counts is the finding of the different ways teaching practice is made of subject knowledge, which is in turn ‘practical’ and ‘practised’ itself. Actually, this epistemological duality is to do with academic and practical research modes and understandings, both to be deeply and fruitfully renewed. In addition, according to the entirely practical background of this article, a very brief account of a real practical research on teaching history is offered as a testimony that it is possible, it works and it is worthy for teaching practice improvement. |
topic |
Teaching practice Episthemology of teacher’s practice |
url |
http://www.revistas2.uepg.br/index.php/praxiseducativa/article/viewFile/289/296 |
work_keys_str_mv |
AT anazavala caminarsobrelosdospiesdidacticaepistemologiaypracticadelaensenanza |
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1725505313805697024 |