Teacher education and pedagogical practice: analysis on the nature of teacher knowledge

This paper deals with teacher knowledge, with the aim of unveiling, through inferential interpretations, the teacher knowledge of the early childhood teacher when facing pedagogical practice. The investigation involved four early childhood education teachers, employed observations and interviews as data collection and relied on content analysis (BARDIN, 2011) to treat the empirical information. The foundations used in the research involve studies of Tardif (2002), Gauthier et al. (2006) and Gimeno Sacristán (1999). The results show that teacher knowledge originates both from teacher education courses and their personal and professional experiences. The aforementioned moments provide elements that constitute knowledge learning sources that, in turn, go through development processes and are mobilized during teaching practice so as to influence their practice and receive interference from it