Resumo

PINEROS PEDRAZA, Carolina  e  QUINTERO POLO, Álvaro. Conceptualizing as Regards Educational Change and Pedagogical Knowledge: How Novice Teacher-Researchers´ Proposals Illustrate this Relationship. profile [online]. 2006, n.7, pp.173-186. ISSN 1657-0790.

Our insights regarding the relationship among the concepts of change, transformation, and innovation concerning pedagogical knowledge are present throughout the manuscript. We focus on the conceptualizations of change resulting from experiential and academic knowledge. Our shared perspectives as a teacher educator and a student teacher from which to see teaching, learning, language, and literacy are also at the core of the discussion. We complement our discussion with theoretical information from specialized sources and practical experiences that have taken the shape of thesis and monograph projects. In them, we looked at reflections and questions about language and literacy in pedagogical practices, alternatives for school life experiences, the balance between theory and practice in educational contexts, and the social dimension of knowledge.

Palavras-chave : Educational change; pedagogical knowledge; pedagogical innovation; teacher research.

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