The implicit knowledge behind teaching practice. Ethnographic ‘lenses’ as a professional resource

Abstract

Starting from the idea of ‘practical theory’ by I. Scheffler, this article examines the dialectic between research formal knowledge and knowledge of the practice on teacher training. Ethnography of education is presented as a means of understanding hidden curriculum and knowledge developed in school contexts and enhancing teaching professionalism in order to create a fruitful dialogue among multiple knowledge that arises in class. The proposal of a teacher-as-researcher is discussed.