Teacher training in public policy: the field of professional practice as an opportunity
This article proposes an analysis of teacher education programs under the public policy framework put forward in Argentina since the nineties, in two coexistent subsystems: teacher training in Teacher Education Institutes, and teacher training in Public Universities. The first and second sections an...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6583
- Fecha de publicación:
- 2016
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13441
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5721
https://repositorio.uptc.edu.co/handle/001/13441
- Palabra clave:
- teacher education
field of practice
public policy
education institutes
universities.
formación docente
campo de las prácticas
políticas públicas
institutos formadores
universidad
formation des professeurs
domaine des pratiques
politiques publiques
instituts de formation
université
formação docente
práticas
políticas públicas
instituições de formação
universidade.
- Rights
- License
- http://purl.org/coar/access_right/c_abf84
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| dc.title.en-US.fl_str_mv |
Teacher training in public policy: the field of professional practice as an opportunity |
| dc.title.es-ES.fl_str_mv |
La formación docente en las políticas públicas: el campo de las prácticas como posibilidad |
| dc.title.fr-FR.fl_str_mv |
La formation des professeurs dans les politiques publiques: le domaine des pratiques comme possibilité |
| dc.title.pt-BR.fl_str_mv |
A formação docente nas políticas públicas: as práticas como possibilidade |
| title |
Teacher training in public policy: the field of professional practice as an opportunity |
| spellingShingle |
Teacher training in public policy: the field of professional practice as an opportunity teacher education field of practice public policy education institutes universities. formación docente campo de las prácticas políticas públicas institutos formadores universidad formation des professeurs domaine des pratiques politiques publiques instituts de formation université formação docente práticas políticas públicas instituições de formação universidade. |
| title_short |
Teacher training in public policy: the field of professional practice as an opportunity |
| title_full |
Teacher training in public policy: the field of professional practice as an opportunity |
| title_fullStr |
Teacher training in public policy: the field of professional practice as an opportunity |
| title_full_unstemmed |
Teacher training in public policy: the field of professional practice as an opportunity |
| title_sort |
Teacher training in public policy: the field of professional practice as an opportunity |
| dc.subject.en-US.fl_str_mv |
teacher education field of practice public policy education institutes universities. |
| topic |
teacher education field of practice public policy education institutes universities. formación docente campo de las prácticas políticas públicas institutos formadores universidad formation des professeurs domaine des pratiques politiques publiques instituts de formation université formação docente práticas políticas públicas instituições de formação universidade. |
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formación docente campo de las prácticas políticas públicas institutos formadores universidad |
| dc.subject.fr-FR.fl_str_mv |
formation des professeurs domaine des pratiques politiques publiques instituts de formation université |
| dc.subject.pt-BR.fl_str_mv |
formação docente práticas políticas públicas instituições de formação universidade. |
| description |
This article proposes an analysis of teacher education programs under the public policy framework put forward in Argentina since the nineties, in two coexistent subsystems: teacher training in Teacher Education Institutes, and teacher training in Public Universities. The first and second sections analyze the context and prevailing legislation which have determined the changes in recent decades. The third section focuses the analysis on a novel curriculum design prescribed for teacher education programs in the whole country - as state policy - in which practice is valued as a field to generate and discuss knowledge. In this context, this document assesses an experience at the university level, carried out in the Human Science Faculty of UNLPam, Argentina, space where research on the institutional curriculum is being conducted, coordinated by the authors of this paper. |
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2016 |
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2024-07-05T19:04:22Z |
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2024-07-05T19:04:22Z |
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2016-10-03 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5721 10.19053/22160159.v7.n15.2016.5721 |
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https://repositorio.uptc.edu.co/handle/001/13441 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5721 https://repositorio.uptc.edu.co/handle/001/13441 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5721/4822 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5721/7308 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5721/7309 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 7 No. 15 (2016): Formación de Maestros; 17-40 |
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Praxis & Saber; Vol. 7 Núm. 15 (2016): Formación de Maestros; 17-40 |
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Praxis & Saber; Vol. 7 No 15 (2016): Formación de Maestros; 17-40 |
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Praxis & Saber; V. 7 N. 15 (2016): Formación de Maestros; 17-40 |
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Praxis & Saber; v. 7 n. 15 (2016): Formación de Maestros; 17-40 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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2016-10-032024-07-05T19:04:22Z2024-07-05T19:04:22Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/572110.19053/22160159.v7.n15.2016.5721https://repositorio.uptc.edu.co/handle/001/13441This article proposes an analysis of teacher education programs under the public policy framework put forward in Argentina since the nineties, in two coexistent subsystems: teacher training in Teacher Education Institutes, and teacher training in Public Universities. The first and second sections analyze the context and prevailing legislation which have determined the changes in recent decades. The third section focuses the analysis on a novel curriculum design prescribed for teacher education programs in the whole country - as state policy - in which practice is valued as a field to generate and discuss knowledge. In this context, this document assesses an experience at the university level, carried out in the Human Science Faculty of UNLPam, Argentina, space where research on the institutional curriculum is being conducted, coordinated by the authors of this paper.El artículo propone un análisis de la Formación Docente en el marco de las Políticas Públicas llevadas adelante en Argentina a partir de la década de los noventa, en dos subsistemas que conviven: la formación de profesores en los Institutos de Formación Docente y en las Universidades públicas. En el primer y segundo apartado se analiza el contexto y la legislación vigente que prescribe los cambios en estas décadas. En el tercer apartado el texto se concentra en el análisis de un novedoso diseño curricular prescripto para toda la Formación Docente del país –en tanto política de Estado- donde se valora a la práctica como Campo que genera y discute conocimiento. Se analiza una experiencia universitaria en este contexto en la Facultad de Ciencias Humanas de la UNLPam, Argentina, espacio donde se lleva adelante una investigación curricular institucional coordinada por las autoras de este trabajo.Cet article propose une analyse de la Formation des Professeurs dans le cadre des Politique Publiques mises en oeuvre en Argentine depuis les années quatre-vingt-dix dans deux sous-systèmes qui cohabitent : la formation des professeurs dans les Instituts de Formation des Professeurs et dans les Universités publiques. Dans la première et deuxième partie, le contexte et la loi en vigueur introduisant les changements lors de ces décennies sont analysés. La troisième partie se voue à une analyse d’un curriculum innovateur prescrit pour la Formation des Professeurs dans tout le pays comme politique d’État, où la pratique en tant que Domaine de création et discussion des connaissances est mise en valeur. Finalement, on analyse une expérience universitaire de ce genre dans la Faculté des Sciences Humaines de l’UNLPam, Argentine, un espace où l’on mène une recherche institutionnelle en matière de curriculum coordonnée par les auteures de cet article.No artigo é feita uma análise da formação docente em relação ao âmbito das políticas públicas que foram aplicadas na Argentina a partir da década dos noventa, em dois subsistemas que ainda coexistem: a formação de professores nos Institutos de Formação Docente e nas universidades públicas. Na primeira e segunda secção é analisado o contexto e a legislação que estava em vigor e que estabeleceram mudanças nessas décadas. Na terceira seção, o texto se centra na análise da elaboração de um inovador desenho curricular que foi prescrito para a formação docente em todo o país, por ser uma medida política de Estado, no qual se dá valor à prática por gerar e permitir a discussão sobre o conhecimento. Foi estudada uma experiência universitária realizada na Faculdade de Ciências Humanas da UNLPam, Argentina, onde está sendo realizada uma pesquisa sobre o currículo sob a coordenação das autoras deste trabalho.application/pdfapplication/xmlapplication/zipspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5721/4822https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5721/7308https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5721/7309Praxis & Saber; Vol. 7 No. 15 (2016): Formación de Maestros; 17-40Praxis & Saber; Vol. 7 Núm. 15 (2016): Formación de Maestros; 17-40Praxis & Saber; Vol. 7 No 15 (2016): Formación de Maestros; 17-40Praxis & Saber; V. 7 N. 15 (2016): Formación de Maestros; 17-40Praxis & Saber; v. 7 n. 15 (2016): Formación de Maestros; 17-402462-86032216-0159teacher educationfield of practicepublic policyeducation institutesuniversities.formación docentecampo de las prácticaspolíticas públicasinstitutos formadoresuniversidadformation des professeursdomaine des pratiquespolitiques publiquesinstituts de formationuniversitéformação docentepráticaspolíticas públicasinstituições de formaçãouniversidade.Teacher training in public policy: the field of professional practice as an opportunityLa formación docente en las políticas públicas: el campo de las prácticas como posibilidadLa formation des professeurs dans les politiques publiques: le domaine des pratiques comme possibilitéA formação docente nas políticas públicas: as práticas como possibilidadeinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6583http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a167http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf84http://purl.org/coar/access_right/c_abf2Di franco, María GracielaDi franco, Norma BeatrizSiderac, Silvia001/13441oai:repositorio.uptc.edu.co:001/134412025-07-18 11:43:29.779metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |