Abstract

PRIETO, María Natalia  and  LORDA, María Amalia. Teaching Role Construction Representations: An Experience with Students of the Geography Teacher Training Program at the Universidad Nacional del Sur. Rev. Univ. geogr. [online]. 2009, vol.18, n.1, pp.141-162. ISSN 1852-4265.

Teacher training is a relevant research axis in the current educational context. Within the framework of the new scenario defined by the scientific and technological paradigm, it represents both a means and an instrument from which it is possible to approach context transformations and adaptations demanded by the school system and by our globalized and fragmented society, since the school system is a reflection of the socio-cultural context. In other words, in the context of globalization, the value of teacher training programs acquires greater significance as it represents a bridge to think and re-think these compulsory changes. Teacher training, understood from Ferry's point of view (1997), implies "helping" the other to get trained through "mediation" by working on oneself. In such complex and continuous process, several elements that act as "mediators" take part that can represent hindering or facilitating elements of the training process. From the chair of Special Didactics in Geography at the Universidad Nacional del Sur, the teacher training work is based on students' contributions -previous ideas-, that supply diverse and very valuable information in order to understand many of the acts, perceptions, motivations, hopes, and fears and, from them, to build the role of teachers based on significant learning. This work is part of one of the research lines developed within the framework of a Group Research Project (PGI, according to the Spanish acronym) and is based on the inquiry, interpretation, and analysis of the "image-representation" role of teachers in students of the Geography Teacher Training Program. This analysis was carried out from a picture of the role of teachers. This methodological instrument allowed for collecting information on students' previous constructions with regard to the teaching practice and exercising the critical reflection on the role of teachers. This research focuses on contributing to the training process of future teachers from inquiring and analyzing their own experiences in their school life and, thus and based on continuous reflection, it favors the construction of an innovative and constructive role that is in agreement with the teaching of Geography in the current context

Keywords : Teacher training; Previous representations; Teaching role construction.

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