Teacher epistemic knowledge – autobiographical reflection

• Autor(a) principal: Carneiro, Alexandra P.
• Data de Publicação: 2023
• Outros Autores: Alves, José Matias
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2023.15938

The challenge of research into teacher knowledge is the need for selfknowledge as a way of recovering pedagogical identity and intentionality: recognizing what we think, believe and, above all, what we know professionally (Fenstermacher, 1994). Epistemic knowledge (both scientific and pedagogical), as well as practical experience, results in the development of teachers’ professional knowledge, when supported by moments of reflection and collaborative work, as well as continuous learning and training. Using the autobiographical study as a tool for learning and building the researcher’s own knowledge (Abrahão, 2003), we start from Kelchtermans’ (2017) question, “Why are teachers doing what they are doing in the way they are doing it?” to address the complexity of the concept of teacher epistemic knowledge. It recounts the journey marked by uncertainties but also by the search for selfunderstanding and self-awareness in teaching. The displacement between the times of the narrative – past and present – raises new questions for the future, as the researcher-narrator becomes aware of the transformations during his professional practice. The conclusion is that reflexive and autobiographical recording are a relevant process in teacher training as they encourage metacognition of teaching action and serve as a methodological reference for curricular work.