Tacit knowledge and school knowledge in teachers' education (why Donald Schön didn't understand Luria)

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.

Teachers' education; Epistemology of practice; Reflective practitioner; Tacit knowledge; School knowledge


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