Resumo

IGLESIAS, Andrea. DE RELATOS Y EXPERIENCIAS: ELEGIR LA UNIVERSIDAD PARA FORMARSE COMO PROFESOR DE LA ESCUELA SECUNDARIA. Rev. Esc. Cienc. Educ. [online]. 2019, vol.1, n.14, pp.111-132. ISSN 1851-6297.

The following work stems from the outcomes of my Phd thesis in which I addressed the relationship between teacher training trajectories and employment insertion strategies of beginning high school teachers in Buenos Aires City. Here I analyze the story of a group of interviewees from university, specifically from History, Geography and Literature course of studies, about their pedagogical formative experiences. Standing on the interpretive paradigm and a historical-cultural perspective, I analyze how the “two ways” of the Argentine teacher training performed particularities in the pedagogical trajectories of those who choose University to be trained as secondary school teachers. The outcomes indicate that the pedagogical training received by the university students has serious shortcomings in content linked to teaching practice, contrary to the current public image that favors this institution at the expense of the specific teacher training institutions. Likewise, the interviewees value the academic and disciplinary training received. Finally, their stories show the difficulty that Universities have to identify themselves as teacher trainers for secondary school, as well as the lack of counseling of trainers during their initial practice experiences.

Palavras-chave : Teacher training; Beginner teachers; University; Secondary School; Pedagogy.

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