Take on teaching: Novice knowledge and challenges in uncertain contexts

Chapters

• Presentation
  Celia Salit, Sergio Andrade, Patricia Gabbarini, Gabriela Domjan, Dolores Santamarina
  PDF
• Theoretical and Methodological Definitions
• Towards a definition of the object: from the Novice category to the initiation into teaching
  Celia Salit
  PDF
• Our perspective on knowledge and our relationship with knowledge: a journey through seasons and passages
  Patricia Gabbarini
  PDF
• Knowledge of new teachers: training matrix and initial training
  Celia Salit
  PDF
• I hereby declare you a teacher.

  Subjectivation and performativity
  Dolores Santamarina, Verónica Lerda, Moira Rivulgo
  PDF
• Teaching as performance. A methodological approach to interpreting the practices of new teachers
  Sergio Andrade, Gabriela Domjan
  PDF
• Empirical explorations
• New teachers in Education Sciences: a reading of leading voices
  Carola Perea, Ana Belén Caminos
  PDF
• New Philosophy Teachers: A Reading of the Leading Voices
  Franco Sgarlatta, Amiel Gorosito
  PDF
• In closing: some certainties in uncertain contexts
  Celia Salit, Sergio Andrade, Dolores Santamarina
  PDF
• Dossier: Newcomers and knowledge in uncertain contexts
• Preliminary remarks, anticipations of meaning
  Celia Salit, Dolores Santamarina
  PDF
• Teaching to teach in uncertain contexts: voices of teachers in Education Sciences
  Patricia Gabbarini
  PDF
• A tapestry of voices and meanings from the protagonists of our research
  Celia Salit, Patricia Gabbarini, Carola Perea, Ana Belén Caminos, Ivanna Marcantonelli, Gabriel Tobares, Luciana Caverzacio, Ana Laura Díaz, Hugo Suarez, Agustina Rodriguez
  PDF
• Teaching and uncertainty. Dialogue between philosophy teachers in times of pandemic
  Sergio Andrade, Gabriela Domjan, Dolores Santamarina, Verónica Lerda, Moira Rivulgo, Franco Sgarlatta, Amiel Gorosito, Noé Bondone
  PDF