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On-line version ISSN 1678-4626
DUARTE, Newton. Tacit knowledge and school knowledge in teachers' education (why Donald Schön didn't understand Luria). Educ. Soc. [online]. 2003, vol.24, n.83, pp. 601-625. ISSN 1678-4626. http://dx.doi.org/10.1590/S0101-73302003000200015.
This paper defends that Donald Schön's works on professional education in general and more particularly on teachers' education are based both on an epistemology that devalues scientific knowledge and on a pedagogy that devalues school knowledge. A critical analysis of Schön's concepts of tacit knowledge (or reflection-in-action) and school knowledge is presented. This critical analysis is inserted in the context of a criticism of the currently hegemonic epistemological ideas in the field of studies on teachers' education.
Keywords : Teachers' education; Epistemology of practice; Reflective practitioner; Tacit knowledge; School knowledge.