Self-Knowledge of teaching style and pedagogical knowledge to improve teaching practices

This ethnographic study presents the description of the features that characterize the teaching styles and elements of pedagogical know ledge from pedagogical practice, with the goal of establishing what links are found between these two components. Promoting the reflection practice and styles it's away to change its teaching practice and leaving the role of player information, models, styles, approaches to become knowledges, productors of knowledge, from knowing about education; starting this process with the recognition of teaching styles that each teacher has.