Caminar sobre los dos pies: didáctica, epistemología y práctica de la enseñanza
Abstract
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.
Keywords: Teaching practice. Episthemology of teacher’s practice.
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