THE KNOWLEDGE OF TEACHING EXPERIENCE AND WORK

  • Susana Soares Tozetto UEPG
Keywords: Teaching Work, Knowledge of Experience, Education Policy

Abstract

The outline presented in this article discusses the importance of experience in the construction of teacherknowledge and interference in the process of educational policy. The text provides a partial analysis of aneducational research on teacher knowledge of the change in the perspective of teachers in the early yearsof elementary school, due to the implementation of political education in a city in Paraná. The techniqueused in research was the group of nine primary school teachers.  The research was supported in the theoretical framework that links social and educational changes Hargreaves (2000),  experiential knowledge Tardif (2002) and pedagogical practices Gimeno Sacristán (1991). The research is developinga study guided by changes in the daily lives of teachers and how their knowledge were emerged along theyears of work at school. The results indicate that years of experience allow teachers more flexibility with the curriculum and interact with different methodologies to meet the needs of students.

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Author Biography

Susana Soares Tozetto, UEPG
Doutora em Educação pela UNESP/Araraquara. Docente do programa de pós graduação em educação da UEPG
Published
2012-08-31
How to Cite
Tozetto, S. S. (2012). THE KNOWLEDGE OF TEACHING EXPERIENCE AND WORK. Teoria E Prática Da Educação, 14(3), 17-24. https://doi.org/10.4025/tpe.v14i3.14696
Section
Articles