Resumo

RAVANAL MORENO, Eduardo et al. Pedagogical knowledge of early literacy of a beginning teacher and an experienced one. Perfiles educativos [online]. 2022, vol.44, n.176, pp.65-82.  Epub 17-Abr-2023. ISSN 0185-2698.  https://doi.org/10.22201/iisue.24486167e.2022.176.59602.

The present study explores didactic knowledge of initial literacy (DK-IL) through an open questionnaire on content representation. We analyzed the answers of two elementary school teachers, a beginner and an experienced one, through systemic networks and didactic knowledge maps regarding three central initial literacy axes: writing, reading and communication. The results reveal that content knowledge is embedded in the DK-IL and that knowledge regarding evaluations is represented by general and unspecific statements that are only loosely linked to the DK construct explored. DK-IL is characterized by declarative knowledge, which is the least referred conditional knowledge. We suggest expanding the investigative work with language teachers on the DK as a personal knowledge that is built and deconstructed in the reflection on the proactive and interactive teaching of specific content.

Palavras-chave : professional knowledge; didactic knowledge; initial literacy; teachers; primary education.

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