Professional knowledge for transforming the educational model in Chile

Abstract

This article is based on results of a research done on pedagogical knowledge, discourse and teaching practice in successive studies in three regions of the country, and our thoughts on the subject in the context of the current educational situation in Chile. We focus our discussion on the pedagogical knowledge as epistemological statute inherent to the teaching profession and some of the aspects that are most relevant and which we consider to help change the prevailing educational model. Some proposals are delivered to help contribute include this knowledge in the teachers' formation.