Professional practices in initial Teacher education: analysis and optimization of its contributions to those who learn and to those who teach to learn "to teach"

Abstract

The author begins by addressing the conceptual and operational framework of professional practice for initial teacher education, as well as the roles and professional development of actors involved in the different contexts of schooling. It relies on the slopes and conclusions of recent national and international literature and in his professional and academic careers in this field. From this, presents and analyzes the implemented policies and practices; and critically evaluates various conceptual and practical contributions. Finally, suggests proposals aimed at optimizing the required transformations in professional practices, with a view to a progressive, comprehensive and consistent change in the quality of initial teacher training in the Chilean educational system.