The following article approaches, as an object of research, the teaching knowledge of memorable teachers from the perspective of the students; narrative analysis was chosen as a methodological strategy, by categorizing 28 texts written by undergrad students at the University of Veracruz in México, belonging to the bachelors in pedagogy program. The objectives were aimed at categorizing the meanings of teacher’s educational knowledge, explaining those samples of knowledge that left a mark in the lives of pupils, describing educational knowledge in the technical and professional realms, and distinguishing between those categories that involved bad teachers. The results show eight categories that answer to the objectives in this research; these categories are didactic knowledge, human knowledge-patience-comprehension, the ability to explain—gift of teaching, educational knowledge strategies, educational knowledge specific to memorable teachers, planning and assessment knowledge, knowledge on strictness-tidiness-formats, and knowledge on good attitudes of teachers.
Part of the book: New Pedagogical Challenges in the 21st Century