ABSTRACT
This article is divided into three parts. In the first one, it is argued that the central issue of teacher education resides in a “third kind of knowledge”, called professional teacher knowledge. In the second, the definition of this knowledge is rehearsed, based on the concepts of contingent, collective, and public, and consequences are drawn for teacher education at the institutional, professional, and public levels. The third one is dedicated to the analysis of these consequences, referring to the need for an institutional “third place”, a reinforcement of the collective dimension of teaching and a public projection of teachers. In a brief conclusion, it is reiterated that the new models of teacher education must be based on the professional teaching knowledge.
KEYWORDS
teacher professional knowledge; teacher professional development; teacher education; teaching profession