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The assessment of learning in literature in English language teacher education (ELTEd) has mainly taken place at random instead of as a planned action. We seek for an answer here, then, to what we assess when we assess literature in English language teacher education. For that sake, we examined our assessment proposals and the answers provided by the students of English Speaking Literature II at the ELTEd program at the National University of La Pampa, Argentina, in 2015. The data were collected from mid-term exams, correction forms, and final papers, and analyzed qualitatively in view of their correspondence with the cultural, linguistic, or personal-growth models of teaching literature. The results show that our working tasks display a tendency to value processes that are in tune with the personal-growth model, although in the assessment in general there is a strong tendency to give particular relevance to linguistic precision. Nevertheless, our final considerations in the students' papers did aspire to a contextualized integration of the models of teaching at stake. To find answers to our initial question will allow us to determine to what extent our assessment meets our teaching practices, which in forms our role of socially and pedagogically responsible professors. [ABSTRACT FROM AUTHOR]

The study is part of a project that aims to analyze teacher training devices in the "Residencia" in Argentina, student teachers' training processes and the meaning making that they build during thier training (UBACyt 20020100100775, 2014-2017). The purpose of this paper is to show how the training process unfolds in the case of a future teacher in which an identity transformation takes place. We will show the interplay between intrasubjective and intersubjective aspects in this training process. Through the clinical method, which makes use of the analysis of indepth interviews, reports of experiences and classroom observations of a teacher in training, we develope a series of hypotheses from a post-Freudian psychoanalytic perspective and from clinical sociology. From the analysis arises the hypothesis that states that paradoxically, in the process of identity transformation that takes place, the conditions of origin of the student teacher are reproduced, even within the process of identity breakdown. In this way, the work shows how continuation is preesent in change. [ABSTRACT FROM AUTHOR]

During the early years of the 60s, the first psychologists graduated from the Bachelor of UBA. The employment of these leaned strongly toward the field of health. However, many also raided the practice of teaching (especially chairs of the university). Despite this, few chose the career of teachers who are dictated in the same faculty. The need for specific training for teaching, does not seem to occur between those early psychologists. This paper analyzes some of the tensions at play in teacher training for those psychologists. What characteristics did the teacher training offered by the UBA to these? Why is Training was unattractive? For the analysis of these questions it intends to work with the category of teaching position, particularly those describing Birgin and Pineau (2014). Finally, some issues of teacher education are discussed today, in light of the analyzes performed on the case of the first psychologists. [ABSTRACT FROM AUTHOR]

The general aim of this paper is to contribute to the concrete implementation of an educational policy that considers intercultural education in the teaching of writing. Our proposal is focused on Language and Literature teacher training, given the fact that those students are going to be responsible for the education in multicultural classrooms and, in some cases, in multilingual contexts. The specific purpose of this paper is to propose directions for the design of writing tasks that showcase linguistic diversity and suggest linguistic variation in Spanish contact linguistic situations with one or more indigenous languages within teacher training. For this purpose, we have taken into consideration both the Argentinian literary workshops methodology that has arisen in the 70's, as well as the Ethnopragmatics contribution. From the activities provided in this research, we have produced new writing tasks that specifically deal with interculturality. In conclusion, we have intended to create a complementary path to theoretical reflection on language contact the path of practice itself. [ABSTRACT FROM AUTHOR]

As part of a project studying the subjective transformation and change in teaching practices of in-service teachers, this paper is a case study of a preschool teacher who participated in a course based on the analysis of her filmed own classes. Clinical analysis of her practices and interviews from a framework that combines psychoanalytic and cognitive theories led to a series of hypotheses about the scope and limits of the course promoting transformations of scheme, representations, subjective features and teaching practices, as well as the dynamics of the own process. [ABSTRACT FROM AUTHOR]

In pedagogical practice is not taken into account the vicissitudes of the conjunction teacher-pupil about the linkage of the desires of each person, drives and anxieties, transferences and identifications that plays a role in the dynamic of relationship with learning process. From this practice it denies the very condition of subject, sealing the mechanization that leads to the annulment of desire and sexuality. In this paper is set up a theoretical framework that allows understand some thoughts about the process by which a person who works in education is formed as a "subject-teacher", the beginning and the becoming of this forming, not just as an instant from his graduation. [ABSTRACT FROM AUTHOR]

This article proposes an invitation to an interior journey through the early stages of educational research. The intention is to share on the basis of a concrete example; in this case, the investigation is about a case study in the Teacher Training Faculty of the University of Barcelona. Within this process, this paper discusses some of the following dilemmatic questions: how to start to organize and to shape the initial ideas, how to target from the complex analysis to a single focus of inquiry, how to move from thematic to convert it in a research problem, how to delineate the research perspective taken, how to build the main questions comprising each dimension of analysis, how to define positions on the real or fictitious dilemma of objectivity and subjectivity in educational research, and finally how to deal with and decide on the selected information gathering techniques. Within this decision making process, also provides tables which graphically and visually solve the main dimensions and questions of the thesis problem and the methodological positions assumed. In conclusion, the article points, out that although on this occasion narrate the initial phase of decision making, the methodological questions of inquiry is not exclusive of this period, but go over throughout the research process. [ABSTRACT FROM AUTHOR]

This paper is enrolled in the frame of a research project that investigates the development of secondary school teachers in working stages. One of the questions that appears as eminent in the analysis of gathered information is related with the run that the same teachers make before the entrance to institutions of teacher training. For that reason this study tries to reconstruct teachers' biographies with the purpose of knowing the itineraries to be teachers. The concept of trajectory results fertile at the time of analyzing the context within which choices related with the different formative proposals were taken, confirming that the teacher's career choice is installed in the frame of teacher's personal biography and takes effect in identity building and professional development. Teaching as a second alternative to other careers or as a second choice related to a working field, constitutes some of the tints that, from the adopted perspective, are discussed in this work. Finally, the knowledge of trajectories is fundamental to develop formation mechanisms and to take decisions on the offer of teacher qualification training. [ABSTRACT FROM AUTHOR]

In the pedagogic field, we understand teacher training as a continuous, permanent, systematic and organized process in which teaching and learning practices are articulated and oriented towards the teacher trainee. This in-training subject internalizes, in the teacher training stages: school biography and initial preparation, pedagogic models that implicitly support her or his future teaching practices on the basis of the social representations that she or he individually or collectively constructs. Likewise, as regards the lecturer at the professional socialization phase, the social representations of teaching practices act implicitly as a referential framework that guides her or his thinking and behavior. These representations refer to pedagogic models that constitute particular forms of interrelations between pedagogic indicators which give a foundation to her or his teaching practices. From this perspective, as social agents involved in this teaching process, we set up as this present paper objective the analysis the social representations of university students and lecturers in the teacher training program for Juridical, Political and Social Sciences and their correspondence to the diverse pedagogical models which are current in the teacher training process. We consider this analysis important for the students who, supported by a metacognitive process of the didactic-pedagogic training offered in the teacher training university programs, could note which pedagogic perspective supports their theory and future teaching practice. Also, finding out how teachers give shape in their professional practices to pedagogic models which are build up along the learning process will be the initial approach to propose instances of reflection about this matter. [ABSTRACT FROM AUTHOR]