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Focusing on professional knowledge in initial teacher education, the article examines scholarship mainly of Spanish origin, with some attention to Portuguese and Latin American approaches. It introduces key scholars and directions, pointing to further research needed to clarify what is distinctive in the Hispanic contribution to global discussions amid new 21st-century realities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/professional-knowledge-in-initial-teacher-education-ite-issue-3-a-preliminary-review-of-hispanic-literature/593667/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/professional-knowledge-in-initial-teacher-education-ite-issue-3-a-preliminary-review-of-hispanic-literature/593667.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of this article?","Question",{"text":112,"@type":113},"It examines the issue of professional knowledge in initial teacher education, emphasizing scholarship predominantly of Spanish origin (with some Portuguese and Latin American references).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the article consider English dominance in teacher education?",{"text":117,"@type":113},"It argues that the global dominance of English may have diverted English-speaking scholars from reviewing discourses in non-English languages.",{"name":119,"@type":110,"acceptedAnswer":120},"Does the article aim to be comprehensive?",{"text":121,"@type":113},"No. It does not claim comprehensiveness; it highlights contributions of certain significant scholars and points toward the need for further research.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593667,1792599195,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 32 | Issue 3 | Article 4 |\n| --- | --- |\n| 2007\u003Cbr>Professional Knowledge in Initial Teacher Education (ITE): a Preliminary Review of Hispanic Literature\u003Cbr>Raymond Mc Cluskey University of Glasgow |  |\n\nRecommended Citation  \nMcCluskey, R. (2007). Professional Knowledge in Initial Teacher Education (ITE): a Preliminary Review of Hispanic Literature. Australian Journal of Teacher Education, 32 (3).  \n[http://dx.doi.org/10.14221/ajte.2007v32n3.4](http://dx.doi.org/10.14221/ajte.2007v32n3.4)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol32/iss3/4](http://ro.ecu.edu.au/ajte/vol32/iss3/4)  \nAustralian Journal of Teacher Education  \nProfessional Knowledge in Initial Teacher Education (ITE): A Preliminary Review of Hispanic Literature  \nRaymond McCluskey  \nUniversity of Glasgow (UK)  \nAbstract: The global dominance of English as the principal  \nlanguage of international interchange in the teacher education  \nfield has, perhaps, diverted English-speaking scholars from the  \ntask of reviewing discourses in non-English languages. Taking  \nas its focus the issue of professional knowledge in ITE, the  \npresent article considers scholarship predominantly of Spanish  \norigin – to a lesser extent Portuguese and Latin American also  \n– in an effort to begin to form an understanding of both  \nhistorical antecedents and more recent approaches to  \nprofessional knowledge in a Hispanic context. While the remit  \nof the present article is one of introducing the work and ideas  \nof significant scholars, it ends in pointing towards the need for  \nfurther research in seeking to identify more fully what might be  \ndistinctive about the Hispanic contribution to a global  \ndiscussion in the face of new 21st-century realities in teacher  \neducation and society more generally.  \nIntroduction  \nThe advance of more systematic approaches to teacher education in recent decades has seen the emergence of a discipline which is, in effect, the sum of many parts. The examination of the‘professional knowledge’of teachers – its nature and development – is a core area of research in the field with implications for all teacher educators. Unquestionably, there is no shortage of contributors to the on-going debate and certain names are generally recognised as pre-eminent: scholars whose work cannot be ignored by any who might follow their lead. Several come readily to mind:  \nShulman, Eraut, Schön, Goodson. Throughout the world of teacher education, often by means of skilful translations, such names are recognised and their works amply cited. This is certainly true of Spain and Portugal, as well as the countries of Central and Southern America. Is this, however, a one-sided dialogue, weighted in favour of anglophone literature? Not necessarily so – for it is certainly the case that the work of Luso-Hispanic scholars is communicated beyond their linguistic orbit through publication in journals in English (oftentimes in collaboration with international colleagues), and in attendance at international conferences. Consequently, there is already an appreciation of work of Spanish, Portuguese, or Latin American origin amongst the global teacher education community. This article aims to enhance that wider appreciation through a consideration of predominantly Spanish contributions to the field, with particular focus on the issue of professional knowledge. The majority of the material under consideration has not been translated into English. While there is no particular merit in itself in reading the work of these scholars in their original  \nAugust 2007 36  \nAustralian Journal of Teacher Education  \nlanguages, encountering the thinking of teacher educators ‘in the raw’before the process of translation can, nevertheless, be revealing and rewarding in bridging cultures and approaches. The article, therefore, makes no claim to comprehensiveness: indeed, rather than attempt a detailed overvi","cbCaitomDsYK6OrS","https://ap.wps.com/l/cbCaitomDsYK6OrS","pdf",230058,16,"English","# Introduction\n## Historical antecedents\n## Professional knowledge in ITE","[{\"question\":\"What is the main focus of this article?\",\"answer\":\"It examines the issue of professional knowledge in initial teacher education, emphasizing scholarship predominantly of Spanish origin (with some Portuguese and Latin American references).\"},{\"question\":\"Why does the article consider English dominance in teacher education?\",\"answer\":\"It argues that the global dominance of English may have diverted English-speaking scholars from reviewing discourses in non-English languages.\"},{\"question\":\"Does the article aim to be comprehensive?\",\"answer\":\"No. It does not claim comprehensiveness; it highlights contributions of certain significant scholars and points toward the need for further research.\"}]","Professional Knowledge in Initial Teacher Education (ITE) - Issue 3 - a Preliminary Review of Hispanic Literature | PDF",1792077682]