Teaching narratives: the value of what is lived. The case of a university teacher experienced in biology

Abstract

This article presents a case study of an experienced university professor of biology, with the aim to reveal the process of construction and transformation of pedagogical knowledge´s content (PCK o CDC in spanish). This construct is approached from the dimensions of teaching, research, university extension and management.
The analysis is based on qualitative methodology and the interpretative paradigm, by means of in-depth-interviews, classroom´s observations, and document´s analysis as input for the narrative construction of the case.
Among the most relevant results, we point out the strong interweaving between teaching and research, and into a lesser degree with extension in the particular configuration of PCK as a dimension of the professor’s professional knowledge. Besides, this personal- collective teaching career shows a prevalence of research under the influence of the disciplinary and academic culture over pedagogicdidactic training.
The results contribute to make decisions about lifelong training policies on disciplinary field and to rethink our stances as professors and researchers mediated by our subjective transformations while constructing this narrative case.