Teaching as Academically Based Professional Practice

Detalhes bibliográficos
Autor(a) principal: Hollins, Etta
Data de Publicação: 2023
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista da FAEEBA (Online)
Texto Completo: https://www.revistas.uneb.br/index.php/faeeba/article/view/16254
Resumo: This discussion presents an argument for developing teaching as a profession wherein practitioners have a shared academic knowledge base, practices, procedures, and protocols with an understanding of how and the conditions under which to apply specific approaches. In this conceptualization, teaching is viewed as an interpretive practice that relies on academic knowledge for practice generated through research on practice translated into procedures and protocols that have been tested and validated. Knowledge from practice is generated through systematic observation and documentation of students’ responses to learning experiences and the social context for learning. Teacher preparation includes the knowledge base for teaching and a separate knowledge base for learning to teach.
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spelling Teaching as Academically Based Professional PracticeTeaching as Academically Based Professional PracticeTeaching, Teacher Preparation, Professional Practice: TeachingTeacher PreparationProfessional PracticeThis discussion presents an argument for developing teaching as a profession wherein practitioners have a shared academic knowledge base, practices, procedures, and protocols with an understanding of how and the conditions under which to apply specific approaches. In this conceptualization, teaching is viewed as an interpretive practice that relies on academic knowledge for practice generated through research on practice translated into procedures and protocols that have been tested and validated. Knowledge from practice is generated through systematic observation and documentation of students’ responses to learning experiences and the social context for learning. Teacher preparation includes the knowledge base for teaching and a separate knowledge base for learning to teach.This discussion presents an argument for developing teaching as a profession wherein practitioners have a shared academic knowledge base, practices, procedures, and protocols with an understanding of how and the conditions under which to apply specific approaches. In this conceptualization, teaching is viewed as an interpretive practice that relies on academic knowledge for practice generated through research on practice translated into procedures and protocols that have been tested and validated. Knowledge from practice is generated through systematic observation and documentation of students’ responses to learning experiences and the social context for learning. Teacher preparation includes the knowledge base for teaching and a separate knowledge base for learning to teach.UNEB2023-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos Paresapplication/pdfhttps://www.revistas.uneb.br/index.php/faeeba/article/view/1625410.21879/faeeba2358-0194.2023.v32.n71.p21-38Revista da FAEEBA - Educação e Contemporaneidade; v. 32 n. 71 (2023): Educação e Aprendizagem da Docência; 21-382358-01940104-704310.21879/faeeba2358-0194.v32.n71reponame:Revista da FAEEBA (Online)instname:Universidade do Estado da Bahia (UNEB)instacron:UNEBporhttps://www.revistas.uneb.br/index.php/faeeba/article/view/16254/11930Copyright (c) 2023 Etta Hollinshttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessHollins, Etta2023-08-01T20:51:53Zoai:ojs.revistas.uneb.br:article/16254Revistahttps://revistas.uneb.br/index.php/faeeba/PUBhttps://www.revistas.uneb.br/index.php/faeeba/oairevistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br2358-01940104-7043opendoar:2023-08-01T20:51:53Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)false
dc.title.none.fl_str_mv Teaching as Academically Based Professional Practice
Teaching as Academically Based Professional Practice
title Teaching as Academically Based Professional Practice
spellingShingle Teaching as Academically Based Professional Practice
Hollins, Etta
Teaching, Teacher Preparation, Professional Practice
: Teaching
Teacher Preparation
Professional Practice
title_short Teaching as Academically Based Professional Practice
title_full Teaching as Academically Based Professional Practice
title_fullStr Teaching as Academically Based Professional Practice
title_full_unstemmed Teaching as Academically Based Professional Practice
title_sort Teaching as Academically Based Professional Practice
author Hollins, Etta
author_facet Hollins, Etta
author_role author
dc.contributor.author.fl_str_mv Hollins, Etta
dc.subject.por.fl_str_mv Teaching, Teacher Preparation, Professional Practice
: Teaching
Teacher Preparation
Professional Practice
topic Teaching, Teacher Preparation, Professional Practice
: Teaching
Teacher Preparation
Professional Practice
description This discussion presents an argument for developing teaching as a profession wherein practitioners have a shared academic knowledge base, practices, procedures, and protocols with an understanding of how and the conditions under which to apply specific approaches. In this conceptualization, teaching is viewed as an interpretive practice that relies on academic knowledge for practice generated through research on practice translated into procedures and protocols that have been tested and validated. Knowledge from practice is generated through systematic observation and documentation of students’ responses to learning experiences and the social context for learning. Teacher preparation includes the knowledge base for teaching and a separate knowledge base for learning to teach.
publishDate 2023
dc.date.none.fl_str_mv 2023-08-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos Pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.uneb.br/index.php/faeeba/article/view/16254
10.21879/faeeba2358-0194.2023.v32.n71.p21-38
url https://www.revistas.uneb.br/index.php/faeeba/article/view/16254
identifier_str_mv 10.21879/faeeba2358-0194.2023.v32.n71.p21-38
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.uneb.br/index.php/faeeba/article/view/16254/11930
dc.rights.driver.fl_str_mv Copyright (c) 2023 Etta Hollins
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Etta Hollins
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv UNEB
publisher.none.fl_str_mv UNEB
dc.source.none.fl_str_mv Revista da FAEEBA - Educação e Contemporaneidade; v. 32 n. 71 (2023): Educação e Aprendizagem da Docência; 21-38
2358-0194
0104-7043
10.21879/faeeba2358-0194.v32.n71
reponame:Revista da FAEEBA (Online)
instname:Universidade do Estado da Bahia (UNEB)
instacron:UNEB
instname_str Universidade do Estado da Bahia (UNEB)
instacron_str UNEB
institution UNEB
reponame_str Revista da FAEEBA (Online)
collection Revista da FAEEBA (Online)
repository.name.fl_str_mv Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)
repository.mail.fl_str_mv revistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br
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