<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432023000300021</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2023.v32.n71.p21-38</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[TEACHING AS ACADEMICALLY BASED PROFESSIONAL PRACTICE]]></article-title>
<article-title xml:lang="pt"><![CDATA[A DOCÊNCIA COMO PRÁTICA PROFISSIONAL COM FUNDAMENTAÇÃO ACADÊMICA]]></article-title>
<article-title xml:lang="es"><![CDATA[LA ENSEÑANZA COMO PRÁCTICA PROFESIONAL CON UNA BASE ACADÉMICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hollins]]></surname>
<given-names><![CDATA[Etta R.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Missouri  ]]></institution>
<addr-line><![CDATA[Kansas City ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<volume>32</volume>
<numero>71</numero>
<fpage>21</fpage>
<lpage>38</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432023000300021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432023000300021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432023000300021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This discussion presents an argument for developing teaching as a profession wherein practitioners have a shared academic knowledge base, practices, procedures, and protocols with an understanding of how and the conditions under which to apply specific approaches. In this conceptualization, teaching is viewed as an interpretive practice that relies on academic knowledge for practice generated through research on practice translated into procedures and protocols that have been tested and validated. Knowledge from practice is generated through systematic observation and documentation of students&#8217; responses to learning experiences and the social context for learning. Teacher preparation includes the knowledge base for teaching and a separate knowledge base for learning to teach.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Na discussão aqui apresentada, defende-se que a docência seja desenvolvida enquanto profissão cujos participantes compartilham uma base de conhecimentos acadêmicos, práticas, procedimentos e protocolos, bem como um entendimento de como, e sob quais circunstâncias, aplicar abordagens específicas. Nessa linha, a docência é vista como uma prática interpretativa, que lança mão de conhecimentos acadêmicos para gerar uma prática construída sobre pesquisas elaboradas a partir da prática, a partir das quais desenvolvemse procedimentos e protocolos testados e validados. Tal conhecimento advindo da prática é produzido a partir de observação sistemática e documentação das respostas de discentes a experiências de aprendizagem e ao contexto social da mesma. A formação docente abrange tanto a base de conhecimentos para o ensino quanto uma outra base, de aprendizado da docência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En la discusión que aquí se presenta, se argumenta que la docencia se desarrolla como una profesión cuyos participantes comparten una base de conocimientos académicos, prácticas, procedimientos y protocolos, así como una comprensión de cómo, y en qué circunstancias, aplicar determinados enfoques. En este sentido, la enseñanza se considera una práctica interpretativa que se basa en el conocimiento académico para generar una práctica basada en la investigación a partir de la práctica, a partir de la cual se desarrollan procedimientos y protocolos probados y validados. Este conocimiento basado en la práctica se produce a través de la observación sistemática y la documentación de las respuestas de los alumnos a las experiencias de aprendizaje y al contexto social del aprendizaje. La formación del profesorado abarca tanto la base de conocimientos para la enseñanza como otra base de aprendizaje para enseñar.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Teacher Preparation]]></kwd>
<kwd lng="en"><![CDATA[Professional Practice]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Prática profissional]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Práctica profesional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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