Learning to Teach for a Knowledge Society


  • Carlos Marcelo Universidad de Sevilla




Knowledge Society, Teacher Learning, Teacher Knowledge, Technological Change


Modern societies are engulfed in a complicated process of transformation. This unplanned transformation is affecting the way we are organized, how we work, how we relate to each other, and how we learn. These changes are visible in the institutions charged with educating new citizens. How are these changes influencing the role of teachers? How do we begin to rethink teachers' work in these new circumstances? How should the new generation of teachers be developed? What knowledges and attitudes must we instill in today's teachers so that they may take advantage of the new opportunities offered by the information society? In this article we review the literature of teacher learning and teacher knowledge from the point of view of new challenges presented by the knowledge society.


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Author Biography

Carlos Marcelo, Universidad de Sevilla

Carlos Marcelo es Catedrático de Didáctica y Organización Escolar de la Universidad de Sevilla (España). Dirige el Grupo de Investigación IDEA (Innovación, Desarrollo, Evaluación y Asesoramiento en Educación) (http://prometeo.us.es/idea). Ha centrado su investigación en el estudio de los procesos de formación inicial y continua de los profesores. Sus libros sobre formación del profesorado, que aparecen en la bibliografía de este artículo, abordan diferentes ámbitos de análisis y estudio de la función docente y del proceso de aprender a enseñar.



How to Cite

Marcelo, C. (2002). Learning to Teach for a Knowledge Society. Education Policy Analysis Archives, 10, 35. https://doi.org/10.14507/epaa.v10n35.2002