Academic work in knowledge acquisition: Actions and discourse in teacher training
Abstract
This article serves as a critical analysis of the state of affairs in normal teacher training processes for primary education teachers (preschool and primary), addressing the myths and facts about the field of professional education, in which the instructors shape their students, who in turn reproduce the theories and practices of their instructors. On this basis, it is necessary to transform the traditional culture of regular institutions through academic work that includes theoretical training and educational analysis of the instructors in charge of training future teachers. A new type of institutional management is also needed, one that refers to the teaching community – and, above all, the students – when taking on these projects.
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References
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