The Relationship with Knwoledge in professors of the Faculty of Psychology at Buenos Aires University. An Approximation from the Clinic

Abstract

The general objective of this research, which is part of the Master’s thesis in University Teaching, was to investigate the relationship between the knowledge of teachers of Psychology at the University of Buenos Aires and its possible connection to teaching practices. The specific objectives were: to describe the teaching methods of teachers as they describe them and as they can be interpreted from the analysis of their proposals; to describe and characterize the teachers’ conceptions of knowledge; to describe and characterize their way of emotional connection with knowledge; and to establish possible meaningful connections between teaching modalities, and in particular the forms that knowledge takes within them, and the emotional connections of the teachers with knowledge. Through the analysis of interviews, projective techniques and classroom observations, a series of subjective features of the teachers’ relationship with knowledge were identified, which were related to certain forms related to knowledge transmission in the classroom. We understand this relationship as a recursive one, in which the way of relating to knowledge is transformed with each experience, just as each experience produces updates in the way in which each teacher relates to knowledge. This article will present one of the cases analyzed.