The article discusses the rupture between the production of pedagogical knowledge and its implementation in schools (theory-practice gap). The theoretical framework details what is this gap, how it has happened and how it evolves today to try to formulate valid response attempts for teachers. We have been doing a case study with a teacher following an ethnographic methodology, exploring the professional development of the selected teacher by qualitative information gathering techniques. The study offers five key outcomes in the process of professional development of the case: the cultivation of academic training, review of school traditions, the creation of a second-grade theory, the creation of a second-grade practice and the construction of a small pedagogy. The text concludes with two keys to overcome the gap between theory and practice: reviewing autocratically oneself and illustrate permanently through professional readings.
Álvarez Álvarez, C. (2013). ¿Puede superar el profesorado la quiebra teoría-práctica? Un estudio de caso. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 11(4),
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