Professional Knowledge in Initial Teacher Education (ITE): a Preliminary Review of Hispanic Literature

Abstract

The global dominance of English as the principal language of international interchange in the teacher education field has, perhaps, diverted English-speaking scholars from the$\$r$\$ntask of reviewing discourses in non-English languages. Taking as its focus the issue of professional knowledge in ITE, the present article considers scholarship predominantly of Spanish origin – to a lesser extent Portuguese and Latin American also – in an effort to begin to form an understanding of both historical antecedents and more recent approaches to professional knowledge in a Hispanic context. While the remit of the present article is one of introducing the work and ideas of significant scholars, it ends in pointing towards the need for$\$r$\$nfurther research in seeking to identify more fully what might be distinctive about the Hispanic contribution to a global discussion in the face of new 21st-century realities in teacher education and society mor