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.

Downloads

Download data is not yet available.

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.

Downloads

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://ojs.unlpam.edu.ar/index.php/praxis/article/view/399

Issue

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

Section

Artículos

License

Copyright Notice

Editorial Committee Educational Praxis Magazine:
I hereby declare that I am the author of the article titled (article name), that it is original and my own and that it was not previously published in any other format or medium. I declare to know that the magazine will not charge me any type of fee under any circumstances, nor will I receive any type of monetary compensation If it were accepted for publication in Educational Praxis, I authorize the aforementioned magazine to publish it digitally and to advertise it on its social networks.
If the work is published, I adhere to the Creative Commons license called "Attribution - Non-Commercial Share Alike CC BY-NC-SA", through which it is allowed to copy, reproduce, distribute, publicly communicate the work and generate derivative works, as long as when the original author is cited and acknowledged. This license has been used since September 2018. In 2016 CC BY NC ND 4.0 was adhered to; and in the years 2017 and 2018 (January-August) CC BY NC 4.0.
This CC BY-NC-SA Share Alike license does not, however, permit commercial use of the work. As an author, the journal may establish additional agreements for the non-exclusive distribution of the version of the work published in the journal, it allows me to self-archive the published articles, in their post-print version, in institutional, thematic repositories, personal web pages or any other relevant use. with the recognition of having been first published in this journal.
Educational Praxis adheres to DORA (Declaration on Research Assessment)  signed in San Francisco, California, on December 16, 2012, and to the Declaration of Mexico (Joint Declaration LATINDEX - REDALYC - CLACSO - IBICT).