The roundups of the practice. Teaching knowledge representations in the pedagogy students' discourse

Abstract

The initial teacher training should contribute to the construction of a specific knowledge that differentiates the professional of teaching. That makes important to show what is the knowledge that gives being teacher a sense, both as a representation and as a professional knowledge. The next article introduces to the preliminary findings from an interpretative study about teaching knowledge representations in the pedagogy students' discourse. From their voice, this work describes their constructions of sense about this knowledge and their components. From these findings it is discussed the need of rethinking the initial teacher training from the school.