Models of teacher education and professional knowledge

Abstract

In order to find relationships between the professional knowledge of teachers and the structure of training institutions, a comparative study is carried out between the pre-service training models that occurred in Portugal between the second half of the 19th century and the second half of the 20th century. Institutionalization forms, hierarchies and institutional relations with other educational organizations are discussed. Focusing essentially on the professional knowledge of teachers who teach mathematics, we study how it occurs within each of the models.