La práctica profesional docente, un dispositivo contextualizado para la formación en las licenciaturas de la Fundación Universitaria San Alfonso

Abstract

The different conceptions about teaching practice determine its direct relationship with the prevailing paradigms in the educational field, each one with its specific epistemological substratum. From the elaborate documentary analysis, as a qualitative research technique, it can be inferred that teaching practice has gone from a transmission reception relationship, typical of traditional approaches, to a relationship framed within a critical or emancipatory rationality, such as the reflective investigative approach. This approach makes it possible to conceive teaching practice as a space that achieves, on the one hand, the recognition of the emerging school culture through the diversity of rituals incorporated in the daily school life, and which become devices that make it possible to read the life of the school from a complex perspective, distinguishing between the structural and the contingent, and on the other, recognizing teaching practice as an investigative practice that offers the possibility of generating new knowledge. This new way of conceiving practices from pedagogical theory is recognized as contextualized or situated practices, leading to forming a professional who is recognized as a mediator, reflective, critical and intellectual, to face the pedagogical and social challenges that the environment demands.