De relatos y experiencias. Elegir la Universidad para formarse como Profesor de la escuela secundaria.
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Escuela de Ciencias de la Educación. Facultad de Humanidades y Artes. Universidad Nacional de Rosario
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El presente trabajo se desprende de los resultados de mi tesis doctoral
donde abordé la relación entre las trayectorias de formación docente y las
estrategias de inserción laboral de los profesores principiantes de escuelas
secundarias de la Ciudad Autónoma de Buenos Aires.
Me propongo analizar aquí específicamente el relato sobre las experiencias en el trayecto formativo pedagógico de un conjunto de entrevistados que
cursaron las carreras de Historia, Geografía y Letras en la Universidad. Posicionados desde el paradigma interpretativo y una perspectiva histórico-cultural, analizamos de qué manera el origen bifronte de la formación docente
argentina fue dibujando particularidades en el trayecto pedagógico que realizan quienes eligen la Universidad para formarse como profesores de escuela
secundaria.
Los resultados indican que la formación pedagógica recibida por los universitarios posee serias falencias en los contenidos ligados a la práctica docente, contrariamente a la imagen pública actual que favorece a esta institución en
desmedro de los Institutos Superiores de Formación Docente. Asimismo, los
entrevistados valoran la formación académica y disciplinar recibida. Finalmente, sus relatos muestran la dificultad de las Universidades para auto-identificarse como formadoras de docentes para la escuela secundaria, así como
la falta de acompañamiento por parte de los formadores en el espacio de las
prácticas.
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.
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.
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