Dimensions of cognitive fracture in initial teacher training in Chile: a study of cases in three formative contexts

Abstract

The article sets out the main theoretical and methodologic assumptions of a research program in complexity and transdiscipline, oriented against this specific background to map epistemologic critics nodes in initial teacher training (ITT). The referential frame of the investigation, like their prospective methodologic one, concentrated in three described axes of mental fracture for the EIF, that is to say: separation theory/praxis, formative disjunction discipline/pedagogy and isolation between the disciplinary dominions diversity of pedagogical formation. The main interpretative nuclei of a work of field in three institutional contexts of ITT in Chile are exposed.