Rabaglio

Rabaglio (2001) valley to stand out that the ability if constructs with the interaction of these characteristics. It does not advance to only have knowledge without ability, thus does not advance to have abilities without having an adequate behavior. When looking for to know what it is pedagogical ability, Almeida (2010) comments that the methodology used for the professor is not only summarized only. The pedagogical ability is relationary, is present in the knowledge of the professor, in the domain that this of to its disciplines, as it transforms this knowledge into information and, consequentemente, in the learning of the pupils. Also it is participativa, existential, therefore it needs to be shared, tried and it acquires the color we paint that it because above all the pedagogical ability is personal.

Thus, it was agreed to Valverde authors (2001), Echeverra (2005), Delors (2006), Almeida (2010), that the nature of the pedagogical ability is integral and relacional.COMPETNCIA PEDAGOGICAL AND the PRACTICAL PROFESSOR For Echeverra (2005), the ability distinguishes as knowing necessary to face definitive situation and to be capable to face itself with the same ones. It is to decide, to know to mobilize knowledge and qualities, to take front of the problems, derived from the exercise of the profession. The professor must have domain of the methods and knowledge, to know to deal with the difficulties that will occur in developing of its craft. As Echeverria, the pedagogical ability will make possible the professor: … a set of knowledge, procedures, capacities and attitudes, complementary between itself, in such way that the professor has to know, to know to make, to know to be, to know to be, to ahead act with efficiency and effectiveness of the professional situations. The ability alone is defined in the action, in work situations …. The ability if delimits in the function of given situations and levels required in the work.