The Professional Knowledge of the Teacher-Architect in the Discipline of Architecture Design

Abstract

The present paper aims to investigate the professional knowledge mobilized by teachers in the classroom. The research proposed two questions:  first, which are the possible variations of the professional knowledge of teachers in the classroom, through the understanding of their characteristics, taking as a hypothesis that the possible variations in knowledge depend on the performance of the teacher. The second question is related to the specificity of professors who work in the Architecture and Urbanism, specifically in the discipline of Architecture Design, and also practice the profession of architects in their offices. This factor led to verify how the two professional practices combine during the teacher's performance in the classroom? Proposed as a hypothesis that the professional knowledge of the Architectural Design teachers are inseparable from the professional knowledge inherent in acting in the office. The methodological procedure used for the apprehension of professional knowledge was the direct empirical observation of teachers in the classroom, which allowed not only to corroborate with the discovery of professional knowledge but also ratifies the methodological proposal of Maurice Tardif (2000), an author who inspired the conduct of this paper.