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Colección:
La Educación
Número: (118) II
Año: 1994


SUMMARY

The discussion on issues raised by teacher training and their impact on teaching practices has been characterized by a marked polarization of perspectives. Both teacher training schools and professional technical schools undertook training projects that have given rise to different institutional strategies and practices. At the same time, these institutions have generated conceptual frameworks that, on the basis of abstract models of pedagogic subjects involved in teaching practices, have attempted to explain the characteristics and meaning of teachers’ work. Both concepts, the “teacher as role model,” proposed by the normalists, and the “teacher as education expert,” devised by the professionalists, have reduced the terms of the debate to normative-prescriptive formulations, thereby avoiding discussion of more important issues. The article proposes to confront those issues with a critical approach that will make it possible to reveal and overcome the limitations brought out by this controversy. To do so, much consideration is given the notes characterizing both perspectives, and headway is made on ideas about the road a proposed teacher training alternative should follow.