The teaching of Pedagogy: a perspective from the necessities of the teacher’s professional development (Original)

Abstract

The teaching of Pedagogy today faces challenges, considering its viability to answer the issues present in the educative reality. Nevertheless, it constitutes a contradiction that even when a conception of the system of knowledge from this subject exists, with certain results in practice, its contribution is still insufficient, considering the pedagogical culture required for the development of the teaching profession. This constitutes a barrier that limits the incidence of these contents in the configuration of the professional identity in the pedagogical university education, because it does not offer the necessary tools to face the tasks and functions of its professional role. This investigation is made starting from the delimitation of the insufficiencies, with the purpose of offering a didactic conception of the teaching of pedagogy that contributes to the knowledge of the professional contents as a way to stimulate the professional identity. In order to do so, a system of knowledge is selected starting from the delimitation of the basic cognitive nodes to be dealt with, considering the professional problems teachers deal with in their practice. These contents are conceived in the basic curricula as well as the free elective one, through the use of a group of learning integrated tasks answering to those cognitive nodes. To corroborate the effectiveness of what it is designed, some dimensions and indicators are delimited, as well as some techniques and instruments, which showed through several years the validity of this didactic conception.