Initial Training Of Nobel Teachers And Their Role In Professional Practices In Basic Secondary Education In Colombia

Abstract

The role of the teacher is fundamental in the educational process and is perhaps the one who figures as the main agent. Teachers from different areas of knowledge with different lines of strengths advise a student in training, becoming ex[1]pert figures who lead actions planned with a common goal: to leave a mark as a good teacher. It seeks to reveal the importance of training, but not of any type of training, but of a subject in training who is critical, reflective, transformative, researcher, autonomous, cooperative and productive. We consider the processes of accompaniment of students in training as a link in the transformation and construction of pedagogical thinking.

The present research called "Initial training of novice teachers and their role in professional practices in basic secondary education in Colombia", provides a series of knowledge in several lines of research, mainly in its methodological contribution, but it does not lose its relevance within the disciplinary framework. It was born from the research team's concern to identify the initial training of novice teachers, while at the same time glimpsing the urgency of critically resuming the commitment of professional practice advisory teachers to the training of future teachers. The aim is to offer a different alternative that transcends disciplinary processes. We want to approach this training as a process that involves active learning knowledge, from what each actor solves in specific situations.