¿Sirven las Políticas y Prácticas de Formación del Profesorado para Mejorar la Educación? Una Respuesta desde el Análisis de la Construcción Social de la Docencia

Alternative Title

Do the Policies and Practices of Teacher Education Serve to Improve Education? A Response Based on the Analysis of the Social Construction of Teaching

Creator

Jesús Romero Morante
Alberto Luis Gómez

Files

Publisher

Arizona State University, University of South Florida

Publication Date

September 2007

Abstract

Few people would deny that initial and continuing teacher education are crucial factors in the improvement of education. Nevertheless, one must adopt a certain reservation before offering categorical and knee-jerk responses to the question which heads this article. This is not only a result of the ambiguity of the available evidence, so much the worse if one were to succumb to the temptation of establishing monocausal relationships, but also due to the very complexity of a question whose explicit and implicit terms (‘improvement’ and its conditions, the ‘object’ and the ‘subject’ of the same, the approach to professional preparation, etc.) are all debatable. ... [T]he authors seek to make a modest contribution to this debate, drawing attention to a body of research which focuses on how professional practice is ‘constituted’ de facto. It is a body of research too often passed over within this field, despite the fact that it seems fundamental to us in weighing up the possibilities and limitations of teacher education. Its consideration will give us cause to rethink some of the immediate challenges, and to revise (in the light of our findings) the reforms presently being imposed in an effort to redefine professionalism in teaching.

Keywords

Teachers--Training of

Extent

25

Volume

15

Issue

19

Language

Spanish; English

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Romero Morante, J. y Luis Gómez, A. (2007). ¿Sirven las políticas y prácticas de formación del profesorado para mejorar la educación? Una respuesta desde el análisis de la construcción social de la docencia. Archivos Analíticos de Políticas Educativas, 15(19). Recuperado [fecha] de http://epaa.asu.edu/epaa/v15n19

Identifier

E11-00526

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Romero Morante, Jesús and Luis Gómez, Alberto, "¿Sirven las Políticas y Prácticas de Formación del Profesorado para Mejorar la Educación? Una Respuesta desde el Análisis de la Construcción Social de la Docencia" (2007). Education Policy Analysis Archives (EPAA). 240.
https://digitalcommons.usf.edu/usf_EPAA/240