The contribution of the teacher's practical knowledge in the curriculum design: a research with music teachers

Abstract

The article presents the theoretical-epistemological framework of the practical knowledge construct – an abductive knowledge, based on the phronesis – recent subject of scientific reflection, also in a didactic area. The teachers’ practical knowledge, that is implicit and difficult to represent, allows the researcher to immerse himself in the concreteness of real scholastic problems and to co-construct useful theories and devices. This knowledge can be investigated through forms of practice analysis and tools that bring out the teachers' implicit representations/knowledge. The article presents some outcomes of a survey carried out within the project 'Music experimented vertically'. The survey – conducted through in-depth interviews – made it possible to understand the contribution of the teacher's practical knowledge in the vertical curriculum design for the practical music teaching.