borders and differences in teacher training
Teacher training is a complex field that integrates socio-historical, political-ideological and socio-institutional crossings. The ethical, the subjective, the unconscious, the conscious, the imaginary, the symbolic, among other constitutive gears of its complexity. In it, we notice naturalized prac...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales
2022
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| Materias: | |
| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/resenas/article/view/3619 |
| Aporte de: |
| Sumario: | Teacher training is a complex field that integrates socio-historical, political-ideological and socio-institutional crossings. The ethical, the subjective, the unconscious, the conscious, the imaginary, the symbolic, among other constitutive gears of its complexity. In it, we notice naturalized practices that operate as limits, boundaries, that separate and at the same time shape or guide the students' performance within the formative field. This article stresses views on initial teacher training, from the notion of "fonnative boundaries", initially defined as those that seek to homogenize future teachers, as well as their ways of acting, being and going through the training practices, in order to control and/or neutralize the possible singularities and differences that may emerge in the face of what is established or expected. And it ventures to propose them as possibilities of invention, of spaces of resistance_ of instituting. |
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