TEACHER DEVELOPMENT AND RESEARCH:TOWARDS THE COLLABORATIVE CONSTRUCTION OF PEDAGOGICAL KNOWLEDGE

Abstract: The construction of pedagogical knowledge necessarily involves pedagogical research and teacher development. The paper suggests the integration of both, by contradicting the divorce between research and teaching through the exploration of partnership between researchers/ teacher educators and teachers. Our focus is on the articulation between reflective teacher education through action-research and a pedagogy for autonomy in the school context. The rationale and principles of two research/ teacher development projects (pre-service and in-service) are presented, along with the reports of three of the teachers involved. Their personal perspectives stand for different voices which were (and still are) involved in the collaborative construction of pedagogical knowledge.


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