Paper "Implicit in Teaching: a Contribution to the Development of the Proficient Teaching"

The objective of the following research is to investigate the practices which contribute to the creation of the teacher-master identity. Mixed instruments were used: explicitation interviews, video-research, writing anecdotes. The results of the first step of collaborative inquiry revealed a rich repertoire of routines and some unexpressed levels of professional assumptions embedded in the development of expert teacher identity. Teaching practice is influenced by his/her biography, student’s memory and relations with his/her past mentors, conceptions implied in the choice of a job, good-teacher-action indicators and ethical views about practice. The findings suggest that teaching practice is not based only on an evident kind of didactics, but it rather consists of acts, routines, aim-directed activities, gestures, memories, beliefs, which are not instantly decipherable, but that contribute – if explicitated and analyzed by teachers with the support of researchers – to the creation of the teacher-master identity and his/her expertise in teaching.