Prethodno priopćenje
https://doi.org/10.15516/cje.v17i0.1530
Influence of Habitus and Practical Education on the Teachers' Pedagogical Praxis
Nataša Zrim Martinjak
; Department of Social Pedagogy, Faculty of Education, University of Ljubljana
Sažetak
This paper deals with the dichotomy between subject teaching and education (pedagogics) sciences, in the context of the teachers’ knowledge and teaching practice. According to that dichotomy, the fragmentation between the subject matter and the teaching matter is highlighted. The purpose of this paper is to show the influence of habitus and practical education and training on the teachers' pedagogical teaching praxis. The paper focuses specifically on the issue of habitus, which is considered to be more important than formal guidelines and recommendations, which are either a result of policy documents or of a teacher’s formal education and training. The right place to examine the influence of habitus is in practical education and training because it is only in practice that habitus emerges in all its dimensions. The key findings point to the problem of a mismatch between school habitus and family habitus of a particular child. Due to the influence of habitus, teachers need to balance three types of knowledge. These are instructional knowledge and practice, knowledge of the children’s background and knowledge of self-beliefs and attitude. The connection and interaction among all these types of knowledge would help to surpass the fragmentation exposed. This interaction leads to new possibilities for research and improvement of the teachers’ praxis, already in the process of practical education and training, and with the possibility of going beyond the simple transformation of a teacher’s own experience into praxis.
Ključne riječi
dichotomy in teacher’s knowledge; habitus; pedagogical praxis; practical education; teacher
Hrčak ID:
143231
URI
Datum izdavanja:
28.5.2015.
Posjeta: 1.731 *