Pedagogical Knowledge: A Reflection on the Pedagogical Praxis of Teachers during the Initial Phase of Their Profession

The present article aims to understand and interpret the experiences that new teachers recall and learn from their initial teacher training. This will be conducted by understanding that knowledge is built daily through the exercise of teaching. In such a way that the experience and wisdom of pedagogical knowledge are consolidated through action and, given this context, praxis is not just an object of reflection, but an instance of learning for the exercise of teaching. Regarding methodology, this study stands from the interpretive paradigm and qualitative approach. To collect evidence, eight focus groups and twelve in-depth interviews were conducted with teachers who graduated from a Chilean university located in the center-south of the country. The sample was composed of a total of 53 teachers. As for data analysis, certain notions raised by grounded theory were utilized. The results of the study reveal the necessity—manifested by teachers—regarding initial training that allows for the construction of new knowledge and spaces to increase critical-reflective thinking. On the other hand, given their current pedagogical exercise within the classroom, teachers consider that initial teacher training must improve its theoretical-practical relationship, modify the curriculum and evaluation processes that are developed at university, consistently establish the university-school link.