Formación docente en la universidad: una analítica descriptiva

Abstract

This work collects the results of a research whose interest, and need, was aimed at determining discourses and practices on the training of university teachers - discourses and practices - that have burst into the being, the events and the the future of universities, institutions in which they have been naturalized, installed and put into practice, through multiple devices that profile them as a necessary condition for teaching. The investigation revolved around several questions: what do we understand by teacher training? What relevance does it have for the institution (university), teachers and students? What meaning and intentions does it have? What is its social preeminence? What are the main institutional (and union) interests and needs that need to be resolved? What strategies should be implemented to respond to the demands and demands of teacher training? in summary: How does the university, as a school, respond to the needs, expectations and demands of teacher training? An attempt to respond to these questions, added to the intention to characterize the practices and discourses related to teacher training, in areas of university higher education, constitutes the purposes of this scriptural exercise.