Contributions for the teachers’ training based on learning communities

Abstract

We observe that the processes of teaching practices seem to preserve a pattern as to the ways and forms in which these are developed, based on a perspective focused on application and hetero-formative understandings. We argue that the practices can make up a fruitful ground for students of teachers’ training to develop a critical and reflexive approach to the actions and decisions to be taken, strengthening self-education and emancipation. With this purpose, we developed a shared experience within the proposal of Communities of Learning and the practices of students of Profesorado de Educación Primaria del IES Nº 6001 and the Profesorado en Ciencias de la Educación de la Universidad de la Nacional de Salta. The experience entails placing the students in different roles so that they understand how the school develops throughout the academic year. The primary results of the experience are presented in this paper. The Communities of Learning have been proposed by the CREA, a research center at the University of Barcelona, under the principles that a school and its context must go through a social and cultural change if the challenges and needs of present-day society are to be answered in an egalitarian manner.