The topic of teacher knowledges has received attention from scholars and researchers during the last twenty years. The hub of the discussion lies on the search for a model of teacher education centered on practical rationality, making it possible to learn the way in which teachers transform into pedagogical practice the different formative experiences they have throughout their careers. Learning how teachers' knowledges are appropriated, modified and mobilized in their pedagogical practice can contribute to design formation proposals that take these knowledges and their constitution as the starting point of formation projects, regarding teachers as the producers of knowledges. To such purpose, we have carried out for a year and a half an ethnographic study with a literacy class teacher, seeking to understand the process of appropriation of teaching knowledges in light of the theory of everyday life. The study clarifies at least two fundamental elements in the constitution of teacher knowledges: the historicity and dialogicity, results of a complex process of appropriation/objectivation and creation that takes places at the crossing of the individual teacher's trajectory and the history of social and educative practices.
Teacher knowledges; Teacher education; Everyday life