University Teacher training: from rationalisation to positing the problem

  • Cristina Nosei Universidad Nacional de La Pampa
  • Gabriela Caminos

Keywords:

teacher-training, research, understanding, exclusion

Abstract

Acknowledging that school is not what it used to be and it is not for the people it used to be, the discussion at universi­ty level is centred on a false dichotomy: knowledge and experience. This dichot­omy is in most cases based on beliefs and not on knowledge resulting from situat­ed research. It is our aim to make a suggestion to the debate emanating from INFOD’s propos­al as our one decade knowledge fully rep­resents a famous assertion attributed by students to honour L. Stenhouse: only by understanding it, would teachers be able to change school. And understanding does not come from applied knowledge; nor does it come from experience. It originates in praxis. As teacher-trainers, we are socially re­sponsible for the professionals we train. Their commitment should be to battle exclusion.

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Author Biographies

Cristina Nosei, Universidad Nacional de La Pampa

Profesora en Historia. Magíster en Evaluación. UNLPam. Especialista en Análisis Institucio­nal y Animación Socio Cultural de la Universidad Nacional de Salta. Profesora Adjunta de las Cátedras de Didáctica y Práctica Educativa, Facultad de Ciencias Humanas, UNLPam.

Gabriela Caminos

Profesora en Ciencias de la Edu­cación. Especialista en Evaluación. UNLPam. Integra las cátedras de Di­dáctica y Práctica Educativa, Facul­tad de Ciencias Humanas, UNLPam.

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Published

2012-07-20

How to Cite

Nosei, C., & Caminos, G. (2012). University Teacher training: from rationalisation to positing the problem. Praxis Educativa, 13(13), 80–88. Retrieved from https://cerac.unlpam.edu.ar/ojs/index.php/praxis/article/view/399

Issue

Vol. 13 No. 13 (2009): marzo 2009 - febrero 2010

Section

Artículos

License

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