Conocimiento práctico y conocimiento académico en los profesores del nivel inicial (seis preguntas)

abstract this paper, the result of a qualitative research process, serves as a reflection on the ways in which early childhood teachers who belong to schools with different characteristics and possess different levels of training, learn to teach reading and writing to boys and girls. it was found that, independent of their level of training and education, practice in the classroom served as their main source of learning. from these findings, some questions emerge about the relationship between the theory and the everyday practice in the training of educators and what this suggests for the institutions responsible for such activity.