TURNING POINTS IN TEACHER EDUCATION: PRAXIS AND PROFESSIONAL KNOWLEDGE BETWEEN UNIVERSITY AND SCHOOL

Abstract

This article analyzes turning points that surface in the initial education of History teachers, understood as episodes of rupture that unsettle expectations, norms, and habitual modes of acting, generating interpretive shifts and professional learning. The study aims to understand how praxis-based and professional knowledge are constituted through experience, particularly when such episodes make elements of school culture visible and prompt preservice teachers, elementary school teachers and professors to reorganize interpretations and practices. The research is grounded in Interactional Ethnography and draws on testimonies, reflective memos, and institutional records produced by project participants. The results demonstrate that professional development intensifies when preservice teachers recognize students as subjects of the learning process, activating mediation, attentive listening, and decision-making in real teaching situations. They also indicate that supervisors mobilize experiential and professional knowledge which, when collectively examined, broaden the understanding of the complexity of teaching. The study concludes that such turning points configure a space of shared teacher education, in which the articulation between university and school, and the interaction among diverse participants, foster the construction of critical and reflexive teacher identities.