How does anyone become who they are? Researching training experiences from the lives and voices of teachers
Among educational research, teacher training is a field that has been widely thematized. From different epistemological and methodological positions, several issues have been analyzed: the construction of teacher identity; the nature of the knowledge required; the theory-practice relationship in tea...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales
2023
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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/resenas/article/view/5052 |
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| Sumario: | Among educational research, teacher training is a field that has been widely thematized. From different epistemological and methodological positions, several issues have been analyzed: the construction of teacher identity; the nature of the knowledge required; the theory-practice relationship in teacher training processes; the articulation between initial training, school career and work socialization; the tension between the disciplinary and the didactic, among many other issues.
Some of the questions that guided those searches continue to challenge us today, as teacher trainers and researchers who, from the didactic field of Social Sciences, analyze teacher training processes: What is the knowledge needed to teach Social Sciences today? Where is this knowledge acquired? What experiences would enable our training interventions? Is experience something that can be offered in advance? How are our training proposals re-signified by students from the singularity of their previous experiences and in dialogue with their expectations? How does anyone become the teacher they are?
Assuming the value of reconstructing the educational dimension as a life lived, experienced and signified by concrete subjects, whose training stories can only be recovered by giving them the chance to narrate them in first person, the narrative biographical approach appears as a relevant perspective to investigate the teacher training processes in an interpretative key. |
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