TEACHING KNOWLEDGE AND ITS INFLUENCE ON DAILY PEDAGOGICAL PRACTICES

Abstract

This article critically examines the centrality of teacher knowledge in shaping everyday pedagogical practices, understanding it as a plural mosaic that weaves together experiential knowledge with disciplinary, curricular, pedagogical, and contextual knowledge, all mobilized in situated and reflective ways within classrooms and schools. It argues that such knowledge, far from being merely an individual repertoire, acquires historical, political, and ethical thickness within the profession and school cultures, with concrete effects on planning, instructional mediation, assessment, and classroom management. The discussion draws on foundational contributions by Tardif regarding the epistemology of practice, Shulman on pedagogical content knowledge, Perrenoud and Schön on professional reflexivity, Nóvoa and Imbernón on professional development and teacher identity, as well as Freire, Sacristán, Libâneo, Gauthier and collaborators, Marcelo García, Zeichner, and empirical studies in the field. The article contends that teaching quality depends on the shared construction of this knowledge and on institutional conditions that enable its circulation and legitimation, highlighting implications for initial and continuing teacher education, curricular organization, and school policies committed to learning and social justice. (TARDIF, 2012; SHULMAN, 1987; PERRENOUD, 2000; SCHÖN, 1983; NÓVOA, 1992; FREIRE, 1996; SACRISTÁN, 2000; GAUTHIER et al., 1998; LIBÂNEO, 1994; IMBERNÓN, 2000; GARCÍA, 1999; ZEICHNER, 1993).