Teacher training. Contexts of acquisition, contexts of the professional field and contexts of use

Abstract

This article aims to investigate the way in which teachers build the knowledge that allows them to face the imperatives of their professional practices. In order to respond to this purpose, different aspects of three clearly differentiated contexts will be reviewed: a context referred to as undergraduate training, another referred to as acquisition context, and finally, a context of use. The methodology used is limited to the qualitative and interpretative approach, with tools typical of ethnographic research. The study was carried out through the analysis of documentary material and data collection techniques, such as interviews, lesson and discussion group observations, with the aim of recognizing the ways in which different types of knowledge are deployed by teachers every time an emergent, originally not foreseen in the lesson plan, breaks in and demands different types of interventions to resume the class. This adaptive, situated didactic action, which is rooted in teaching practices, imposes rearrangements and new courses of action, carried out in the “live” moment of the class.  It is precisely the aim of this work to try to recover the knowledge deployed in the face of the situational emergencies of professional practices.