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The training of preservice teachers (AdD) currently demands guided models focused on strengthening the development of the theory-practice relationship and reflection on the situations or experiences of preservice teaching practicum (PP). This research was carried out at the Universidad Nacional de Educación in Ecuador (UNAE), and in order to achieve its proposal, this study included three multiple case studies. The mentioned studies were made up of the AdDs from the fifth semester of the Elementary Education Major (Educación Básica EB) and their respective Academic Pedagogical Pairs of tutors (PPA), who participated in a process of collaborative reflection. Moreover, two in-depth semi-structured interviews were applied to the actors, which were studied by means of a deductive thematic analysis. The results underline the importance of working on the reflection of the students’ teaching practicum, and therefore, they have allowed us to understand the representations of the academic tutors in regards of the preservice teachers’ practicum (PP)., La formación de los aprendices de docente (AdD) en la actualidad demanda modelos de formación orientados a fortalecer la relación teoría-práctica y la reflexión sobre las situaciones o experiencias de la práctica preprofesional (PP). La presente investigación se desarrolló en la Universidad Nacional de Educación (UNAE). Comportó tres estudios de caso múltiple de los correspondientes grupos de AdD de quinto semestre de la carrera de Educación Básica (EB) en la Universidad Nacional de Educación en Ecuador y sus correspondientes parejas pedagógicas académicas de tutores (PPA), quienes participaron en un proceso de reflexión conjunta. Se llevaron a cabo dos entrevistas semiestructuradas en profundidad que fueron analizadas mediante un estudio temático deductivo. Los resultados identifican las diferencias en las representaciones sobre la naturaleza de reflexión que enseñan entre los tutores que componen las PPA y subrayan la necesidad de formarles para una enseñanza de la reflexión más colaborativa.

This study set out to create an analysis of the supervised internship in the accounting science course as a tool for market insertion. Its theoretical foundation is divided into two sections, in a linear and methodologically deductive way, the research follows from the general to the private, addressing the importance of concluding the student's satisfaction with his / her education, the accounting academic's training process, with two subsections the relationship theory / practice and finally, the supervised internship and its formative importance. The general objective of this study was to compare the concluding academics who are immersed in the job market and those who are not on the importance of the supervised internship in the accounting science course. The methodology used follows the precepts of an experimental research, with a qualitative approach and in the data collection, it used the technique of structured questionnaires. With this study, the results achieved respond that there is an understanding of the gap between academic accounting practice and marketing accounting practice, as well as an understanding that the accounting science curriculum needs to undergo a content update. However, the majority of concluding students do not observe the absence of relevant topics on accounting dealt with in the internship, but show that the IES accounting science curriculum partially meets their training needs., Esse estudo se propôs a criar uma análise sobre o estágio supervisionado do curso de ciências contábeis como ferramenta para a inserção mercadológica. A sua fundamentação teórica se divide em duas seções, de forma linear e metodologicamente dedutiva, a pesquisa segue do geral ao particular abordando sobre a importância da satisfação do concludente quanto a sua formação, o processo formativo do acadêmico de contabilidade, com duas subseções a relação da teoria/prática e por fim, o estágio supervisionado e sua importância formativa. O objetivo geral desse estudo foi comparar os acadêmicos concludentes que estão imersos no mercado de trabalho e os que não estão sobre a importância do estágio supervisionado no curso de ciências contábeis. A metodologia empregada segue os preceitos de uma pesquisa experimental, com abordagem qualitativa e na coleta dos dados utilizou a técnica de questionários estruturados. Com esse estudo, os resultados alcançados respondem que há uma compreensão quanto ao descompasso da prática contábil acadêmica com a prática contábil mercadológica, bem como um entendimento de que o currículo de ciências contábeis precisa passar por uma atualização de conteúdos. No entanto, a maioria dos alunos concludentes não observa a ausência de temas relevantes sobre a contabilidade tratados no estágio, mas evidenciam que o currículo de ciências contábeis da IES atende parcialmente as suas necessidades de formação.

This study set out to create an analysis of the supervised internship in the accounting science course as a tool for market insertion. Its theoretical foundation is divided into two sections, in a linear and methodologically deductive way, the research follows from the general to the private, addressing the importance of concluding the student's satisfaction with his / her education, the accounting academic's training process, with two subsections the relationship theory / practice and finally, the supervised internship and its formative importance. The general objective of this study was to compare the concluding academics who are immersed in the job market and those who are not on the importance of the supervised internship in the accounting science course. The methodology used follows the precepts of an experimental research, with a qualitative approach and in the data collection, it used the technique of structured questionnaires. With this study, the results achieved respond that there is an understanding of the gap between academic accounting practice and marketing accounting practice, as well as an understanding that the accounting science curriculum needs to undergo a content update. However, the majority of concluding students do not observe the absence of relevant topics on accounting dealt with in the internship, but show that the IES accounting science curriculum partially meets their training needs., Esse estudo se propôs a criar uma análise sobre o estágio supervisionado do curso de ciências contábeis como ferramenta para a inserção mercadológica. A sua fundamentação teórica se divide em duas seções, de forma linear e metodologicamente dedutiva, a pesquisa segue do geral ao particular abordando sobre a importância da satisfação do concludente quanto a sua formação, o processo formativo do acadêmico de contabilidade, com duas subseções a relação da teoria/prática e por fim, o estágio supervisionado e sua importância formativa. O objetivo geral desse estudo foi comparar os acadêmicos concludentes que estão imersos no mercado de trabalho e os que não estão sobre a importância do estágio supervisionado no curso de ciências contábeis. A metodologia empregada segue os preceitos de uma pesquisa experimental, com abordagem qualitativa e na coleta dos dados utilizou a técnica de questionários estruturados. Com esse estudo, os resultados alcançados respondem que há uma compreensão quanto ao descompasso da prática contábil acadêmica com a prática contábil mercadológica, bem como um entendimento de que o currículo de ciências contábeis precisa passar por uma atualização de conteúdos. No entanto, a maioria dos alunos concludentes não observa a ausência de temas relevantes sobre a contabilidade tratados no estágio, mas evidenciam que o currículo de ciências contábeis da IES atende parcialmente as suas necessidades de formação.

Based on Cultural-historical Activity Theory, we analyze the transformations of a future teacher's personal meanings of teaching during supervised internship and research, especially student learning and experimentation in Physics Teaching. This internship aimed to articulate theory and practice in initial teacher education and was carried out as part of courses in Methodology of Physics Teaching offered by a Brazilian public university. We used data from the supervised internship report and a semi-structured interview. The results indicate that, initially, the supervised internship was not characterized as an activity for the future teacher, but only as an action needed to complete the undergraduate degree. His personal meanings of the teaching activity neared the notion of teaching-learning transmissive/receptive. However, during the formative process, new personal meanings of the teaching activity were elaborated. These results reinforce the importance of the supervised internship, together with research, in initial teacher education., Resumo: Com base na Teoria Histórico-Cultural da Atividade, analisamos as transformações dos sentidos de um licenciando em atividade de estágio supervisionado com pesquisa, sobre a atividade docente, em especial a aprendizagem dos alunos e a experimentação no Ensino de Física. Esse estágio, que visa articular teoria-prática na formação inicial de professores, foi realizado no contexto das disciplinas de Metodologia do Ensino de Física, oferecidas por uma universidade pública brasileira. Utilizamos dados do relatório de estágio e de uma entrevista semiestruturada. Os resultados indicam que, inicialmente, o estágio não se caracterizava como uma atividade para esse sujeito, mas apenas uma ação necessária à conclusão da graduação, e seus sentidos se aproximavam de um ensino-aprendizagem transmissivo/receptivo. Contudo, no decorrer do processo formativo, foram elaborados novos sentidos sobre a atividade docente. Esses resultados reforçam a importância da pesquisa na realização do estágio supervisionado na formação inicial de professores.

This article aims to present the dialogues between the theories about academic writing processes, specifically argumentative texts, and the reflections of teachers and tutors in relation to their own action in Literacy Courses at Universidad Nacional de Colombia, Bogotá. The research is part of action research in education and uses the dialogue between theory and practice through reflection on action and on pedagogical action. Discussion sessions between teachers, between tutors and a session between teachers and tutors are analyzed. The result of the dialogues shows some strategies to develop writing as a process, give rise to writing as a contextualized discursive activity and enhance the role of argumentation in critical thinking processes. In conclusion, we have found that to promote the understanding of what it means to elaborate an argumentative text, strategies can be used such as contrasting both the structure and the purposes of argumentative texts with other types of texts (narrative, expository), reading and discussing among peers, confront voices (including one's own), create spaces for publication, promote the use of various sources and motivate towards writing from contemporary themes in relation to the political situation in the country., El objetivo de este artículo es dar a conocer los diálogos entre las teorías sobre procesos de escritura académica, específicamente de textos argumentativos, y las reflexiones de los docentes y tutores en relación con su propia acción en los Cursos Nivelatorios de Lectoescritura de la Universidad Nacional de Colombia, sede Bogotá. El trabajo se enmarca en la investigación-acción en educación y recurre al diálogo entre teoría y práctica a través de la reflexión en la acción y sobre la acción pedagógica. Se analizan sesiones de discusión entre docentes, entre tutores y una sesión entre docentes y tutores. El resultado de los diálogos da cuenta de algunas estrategias para desarrollar la escritura como proceso, dar lugar a la escritura como actividad discursiva contextualizada y potenciar el papel de la argumentación en los procesos de pensamiento crítico. Como conclusión, hemos encontrado que para promover la comprensión de lo que significa elaborar un texto argumentativo se pueden emplear estrategias como contrastar tanto la estructura como los propósitos de los textos argumentativos con otros tipos de textos (narrativos, expositivos), leer y discutir entre pares, confrontar voces (incluyendo la propia), crear espacios de publicación, promover el uso de diversas fuentes y motivar hacia la escritura desde temáticas contemporáneas en relación con la situación política que vive el país.

Este trabajo insiste en la importancia del estudio de la relación teoría-práctica para obtener el conocimiento especializado y específico de la educación: el conocimiento pedagógico. Se establece una relación entre significación y conocimiento de la educación por medio de la capacidad de resolución de problemas para la intervención, y se debate su estructura y utilidad para la intervención a través de la relación teoría-práctica en cada corriente del conocimiento de la educación (marginal, subalternada y autónoma). La significación como principio de metodología es un problema derivado de cómo se entiende la relación teoría-práctica en cada corriente del conocimiento de la educación para justificar el conocimiento válido. Al ejecutar la actividad común externa, mejoramos y entrenamos las actividades-capacidades internas: sin la actividad es imposible educar y gracias a ella se hace posible que el educando sea agente actor y cada vez mejor agente autor de su propios proyectos y actos. Veremos cómo la función pedagógica genera intervención desde las actividades comunes. Y podremos concluir que la actividad común y la relación teoría-práctica son focos para resolver problemas de educación desde la intervención pedagógica, que siempre implica conocimiento y acción.

This work insists on the importance of the study of theory-practice relationship to obtain specialized and specific knowledge of education: pedagogical knowledge. Education is a real field that people may know in different ways, forms, and types. Several types of knowledge and rationality are useful for making knowledge of education: philosophical theories, practical theories, applied research, substantive theories have let them build it. To a higher extent, knowledge of education has already made particular and specific concepts. This study establishes differences between knowledge of education and knowledge of disciplines which are used in educative process. Besides this, it emphasizes and upholds the Educational Knowledge Growth Model. The second half of this work continues to explain the different possibilities that each current of knowledge of education has, for solving the problems which arise in the intervention, regarding to theory-practice relationship. All this has been made by focusing the discussion about the theory- practice connection in three different pedagogical currents (marginal, subaltern, and autonomous). Signification as a principle of methodology is a problem derived from how the theory-practice relationship is understood in each current of knowledge of education to justify valid knowledge. By executing the external common activity, we improve and train the internal activities-capacities: without the activity it is impossible to educate and through the activity it becomes possible for the educatee to be an actor-agent and an increasingly better author-agent of his own projects and acts. We shall see how the pedagogical function generates intervention by means of internal and external common activities. And we can conclude that common activity and theory-practice relationship are focuses to solve education problems from pedagogical intervention, which always implies knowledge and action.

The present work is the result of a research project with the purpose of developing the research competence in the students of the Early Childhood Degree of the University of Barcelona (UB). This article describes the innovative experience developed in dual training environments, through formative research with 46 students in the Early Childhood Education Degree of the University of Barcelona. It details the design process and its phases, the contents worked, and the results obtained in the students' learning process. It confirms the development of research skills associated with initial training such as autonomy, search for information and creativity in project research to respond to identified problem situations; also, the development of cross-disciplinary skills, critical thinking and teamwork, as well as skills for the transfer and communication of knowledge., El presente trabajo es fruto de un proyecto de investigación orientado a desarrollar la competencia investigadora en los estudiantes del Grado de Maestro de Educación Infantil de la Universidad de Barcelona (UB). Describe la experiencia innovadora desarrollada en entornos formativos duales, a través de la investigación formativa con 46 estudiantes de primer curso del Grado de Maestro de Educación Infantil de la UB. Desde las evidencias obtenidas de la sistematización de esta experiencia, se detalla el diseño del proceso y sus fases, los contenidos trabajados y los resultados obtenidos en el aprendizaje de los estudiantes. Se confirma el desarrollo de habilidades de investigación asociadas a la formación inicial del docente como la autonomía, la búsqueda de información y la gestión de proyectos de investigación para responder a las situaciones problemáticas identificadas. También el desarrollo de competencias de tipo transversal, como el pensamiento crítico y el trabajo en equipo, y las competencias para la transferencia y la comunicación del conocimiento.

This theoretical essay aimed to identify subject positions afforded by the discourse of specific mathematics for teaching. The study is anchored in Foucault's work and the existing literature on Mathematical Knowledge for Teaching, the Specialized Knowledge of Mathematics Teachers, and Mathematics for Teaching. We have organized these discourses into two groups, cognitive-representational discourses and socio-discursive discourses, and identified different subject positions afforded by either category. The identified subject positions call for a Mathematicsteacher subject: dialectically, a subject who feeds on theory and refines his or her practice, based on an epistemology of practice; and a subject who establishes himself or herself piece by piece daily, and it is not possible to demarcate practical situations that were not theoretical as well., Este ensaio teórico tem como objetivo identificar posições de sujeito disponibilizadas pelo discurso da Matemática específica para ensinar. Tomamos como referência estudos foucaultianos e a literatura existente em torno das discussões sobre Conhecimento Matemático para o Ensino, Conhecimento Especializado do Professor de Matemática e de Matemática para o Ensino. Sistematizamos esses discursos em dois grupos, discursos cognitivo-representacionais e discursos sociodiscursivos, e identificamos diferentes posições de sujeito disponibilizadas por cada um deles. As posições de sujeito identificadas demandam um sujeito-professor(a)-de-Matemática, dialeticamente, um sujeito que se nutre da teoria e aperfeiçoa a sua prática, com base em uma epistemologia da prática; e um sujeito que se institui peça por peça cotidianamente, não sendo possível demarcar situações práticas que não fossem também teóricas.

O presente artigo tem como finalidade apresentar a importância da disciplina Teorias da Educação e Formação do Educador no currículo dos cursos de mestrado e doutorado do Programa de Pós-Graduação em Educação da Universidade Estadual do Ceará (PPGE/UECE), cujos estudantes, majoritariamente, são professores provenientes da rede básica dos municípios e estados do Nordeste brasileiro. O estudo em tela é ancorado na perspectiva da ontologia marxiano-lukacsiana, de natureza teórico-bibliográfica, apreendendo o corpus teórico dos estudos de Commenius a Saviani. Asseveramos que os estudos dos clássicos aos contemporâneos contribuem com uma espécie de edifício teórico do programa, fortalecendo as relações entre teoria e prática na formação de educadores, o que, por conseguinte, reverbera em sua práxis., Presente artículo tiene como finalidad presentar la importancia de la disciplina Teorías de la Educación y Formación del Educador en el currículo de los cursos de maestría y doctorado del Programa de Postgrado en Educación de la Universidad Estatal de Ceará (PPGE / UECE), cuyos estudiantes, mayoritariamente, son profesores provenientes de la red básica de los municipios y estados del Nordeste brasileño. El estudio está anclado en la perspectiva de la ontología marxiano-lukacsiana, de naturaleza teórico-bibliográfica, aprehende el corpus teórico de los estudios de Commenius a Saviani. Además, los estudios de los clásicos a los contemporáneos, contribuyen con una especie de teórico del programa, fortaleciendo las relaciones entre teoría y práctica en la formación de educadores, y por ello, reverberó en su praxis., The purpose of this article is to present the importance of the discipline Theories of Educating and Teacher Training in the curriculum of the masters and doctorate courses of the Postgraduate Program in Education of the State University of Ceará (PPGE / UECE), whose students, mostly, they are professors from the elementary schools of the municipalities and states of Brazilian Northeast. The study is anchored in the perspective of the Marxian-Lukacsian ontology, of a theoretical-bibliographic nature, it apprehends the theoretical corpus of the studies from Commenius to Saviani. In addition, the studies of classics to contemporaries, contribute with a kind of program theorist,reinforcing the relationships between theory and practice in the training of educators, and therefore, reverberated in their praxis.

Este trabajo discute la pasantía supervisada en la formación del profesor de Educación Física desde de los saberesdocentes y de la relación teoría-práctica. La investigación fue descriptiva/cualitativa realizada en una universidad de la Amazonia. Participaron del estudio 14 alumnos y 2 maestros. Los instrumentos fueron cuestionario y entrevista. El tratamiento de losdatos se dio por la triangulación interactivay por el análisis de contenido. Los resultados apuntaron que la organización de la pasantía prevista en el Proyecto Pedagógico del Curso (PPC) atiende a la legislación. Sin embargo, en los discursos de los profesores quedaron evidentes algunas lagunas, entre las cuales destacan: necesidad de regulación de la pasantíay falta de integración entre los docentes. Aunque los alumnos y maestros perciben que hay articulación entre teoría y práctica para movilización de saberes en las pasantías, quedó demostrado que esa consolidación depende de la conexión ejercida por la universidad, escuela, documentos, profesores formadores, gestores y alumnos en formación, This work discuss the supervised internshipin the formation of the Physical Education teacher fromthe knowledge and the theory-practice relationship. The research was descriptive/qualitative carried out in a university of the Amazon. Participated in the study 14 students and 2 teachers. The instruments were questionnaire and interview. The data processing was done through interactive triangulation and content analysis. The results indicated that the organization of the internshipprovided in the Pedagogical Project of Course (PPC) complies with the. However, in the teachers' voices some gaps were evident, among which the following stand out: the need to regulate the internship and lack of inte Although students and teachers perceive that there is a link between theory and practice to mobilize knowledge in the internship, it has been shown that this consolidation depends on the connection between the university, school, documents, teacher educators, managers and students in formation.gration among teachers, Este trabalho discute o estágio supervisionado na formação do professor de Educação Física a partir dos saberes docentes e da relação teoria-prática. A pesquisa foi descritiva/qualitativa realizada em uma universidade da Amazônia. Participaram do estudo 14 discentes e 2 docentes. Os instrumentos foram questionário e entrevista. O tratamento dos dados se deu pela triangulação interativa e pela análise de conteúdo. Os resultados apontaram que a organização do estágio prevista no Projeto Pedagógico do Curso (PPC) atende à legislação. Entretanto, nas vozes dos professores ficaram evidentes algumas lacunas, dentre as quais destacam-se: necessidade de regulamentação do estágio e falta de integração entre os docentes. Embora alunos e professores percebam que há articulação entre teoria e prática para mobilização de saberes nos estágios, ficou demonstrado que essa consolidação depende da conexão exercida pela universidade, escola, documentos, professores formadores, gestores e alunos em formação.

This article analyses teacher training in Finland from the teacher candidate’s perspective. The focus is on two key concepts, the Teacher as a Researcher and the Personal Practical Theory, which characterise the agenda of Finnish teacher education. Cluster analysis divided the respondents into five groups, and each cluster had a short textual description. Qualitative data were included in the summary. According to our analysis, the main concepts of the Teacher as a Researcher and the Personal Practice Theory are unclear to teacher candidates and are appreciated differently. Subject teacher candidates in particular, who come from other academic cultures, might consider these concepts educational jargon that have no substance. We also argue that teacher students are not always able to connect the theoretical parts of their studies with practice. These results challenge the claim that Finnish teacher education has resolved the demanding relationship between theory and practice.

En un momento de cambios como el que estamos viviendo, las Universidades deben de tener en consideración las nuevas formas de enseñar y aprender, para que los futuros profesionales adquieran las competencias necesarias para desenvolverse en un mercado laboral en continua transformación. Las competencias técnicas se quedan cortas a la hora de formar futuros docentes que precisan de otro tipo de competencias, genéricas y transversales, que les proyecten de forma más eficaz en los escenarios de trabajo que le son propios. Con nuestra investigación aportamos información acerca de las competencias que los estudiantes de la asignatura que cursaron la asignatura “Practicum I” perciben que adquieren tanto en la Facultad como en el Centro de prácticas. Ello nos da la información necesaria para intervenir sobre los programas formativos, adelantando posibles vías de solución o cambio en aquellos aspectos que puedan manifestarse como prioritarios: contenidos, competencias, estructura, duración, metodologías de aprendizaje, etc. Otro aspecto analizado es la contribución de las diferentes asignaturas del currículum a la formación de competencias de los futuros docentes. Conocer cómo se percibe la enseñanza teórica y su aportación al desempeño real en la práctica, consideramos que es una información fundamental para conseguir profesionales competentes. Esta aportación, forma parte de una investigación más amplia que engloba a todos los estudiantes de las asignaturas “Practicum I”, “Practicum II” y “Practicum III” de las titulaciones de Grado en Educación Infantil y Primaria, a lo largo de tres años académicos. En este artículo presentamos los resultados relativos al Practicum I en esos años consecutivos, pudiendo observar cómo hay diferencias significativas en cuanto al curso de referencia y a la titulación, a la hora de hablar de las competencias adquiridas en ambos escenarios: Facultad y Centro de prácticas., In a time of change such as the one we are experiencing, universities must take into account the new ways of teaching and learning, so that future professionals can acquire the skills needed to function in a constantly changing labor market. Technical skills fall short when it comes to training future teachers, since they require other skills, both generic and transversal, which project them more effectively onto their own work settings. By means of our research we provide information about the perceived skills that the students who completed the course “Practicum I” acquire both at the Faculty and at the training centers. This gives us the necessary information to act on training programs, advancing possible solutions or changes in those aspects that can arise as priorities: content, skills, structure, duration, learning methodologies, etc. Another aspect analyzed is the contribution of the different subjects of the curriculum to skills training of future teachers. Knowning how theoretical teaching is perceived and its contribution to actual performance in practice are regarded as fundamental pieces of information for competent professionals. This contribution is part of broader investigation that includes all students of “Practicum I”, “Practicum II” and “Practicum III” courses belonging to the Degrees in Early Childhood Education and Primary Education over three academic years. In this paper we put forward the results concerning “Practicum I” in those consecutive years. We were able able to observe that, when speaking of the skills acquired in both scenarios (the Faculty and the training centers), there are significant differences depending on the course of reference and the degree.

Within wide-ranging quality improvement agendas, patient involvement in health care is widely accepted as crucial. Ward rounds that include patients' active participation are growing as an approach to involve patients, ensure safety, and improve quality. An emerging approach to studying quality improvement is to focus on "clinical microsystems," where patients, professionals, and information systems interact. This provides an opportunity to study ward rounds more deeply. A new model of conducting ward rounds implemented through quality improvement work was studied, using the theory of practice architectures as an analytical tool. Practice architecture focuses on the cultural-discursive, social-political, and material-economic conditions that shape what people do in their work. Practice architecture is a sociomaterial theoretical perspective that has the potential to change how we understand relationships between practice, learning, and change. In this study, we examine how changes in practices are accomplished. The results show that practice architecture formed co-productive learning rounds, a possible model integrating quality improvement in daily work. This emerged in the interplay between patients through their "double participation" (as people and as information on screens), and groups of professionals in a ward round room. However, social interplay had to be renegotiated in order to accomplish the goals of all ward rounds.

Within wide-ranging quality improvement agendas, patient involvement in health care is widely accepted as crucial. Ward rounds that include patients' active participation are growing as an approach to involve patients, ensure safety, and improve quality. An emerging approach to studying quality improvement is to focus on "clinical microsystems," where patients, professionals, and information systems interact. This provides an opportunity to study ward rounds more deeply. A new model of conducting ward rounds implemented through quality improvement work was studied, using the theory of practice architectures as an analytical tool. Practice architecture focuses on the cultural-discursive, social-political, and material-economic conditions that shape what people do in their work. Practice architecture is a sociomaterial theoretical perspective that has the potential to change how we understand relationships between practice, learning, and change. In this study, we examine how changes in practices are accomplished. The results show that practice architecture formed co-productive learning rounds, a possible model integrating quality improvement in daily work. This emerged in the interplay between patients through their "double participation" (as people and as information on screens), and groups of professionals in a ward round room. However, social interplay had to be renegotiated in order to accomplish the goals of all ward rounds.

Within wide-ranging quality improvement agendas, patient involvement in health care is widely accepted as crucial. Ward rounds that include patients' active participation are growing as an approach to involve patients, ensure safety, and improve quality. An emerging approach to studying quality improvement is to focus on "clinical microsystems," where patients, professionals, and information systems interact. This provides an opportunity to study ward rounds more deeply. A new model of conducting ward rounds implemented through quality improvement work was studied, using the theory of practice architectures as an analytical tool. Practice architecture focuses on the cultural-discursive, social-political, and material-economic conditions that shape what people do in their work. Practice architecture is a sociomaterial theoretical perspective that has the potential to change how we understand relationships between practice, learning, and change. In this study, we examine how changes in practices are accomplished. The results show that practice architecture formed co-productive learning rounds, a possible model integrating quality improvement in daily work. This emerged in the interplay between patients through their "double participation" (as people and as information on screens), and groups of professionals in a ward round room. However, social interplay had to be renegotiated in order to accomplish the goals of all ward rounds.

In a time of change such as the one we are experiencing, universities must take into account the new ways of teaching and learning, so that future professionals can acquire the skills needed to function in a constantly changing labor market. Technical skills fall short when it comes to training future teachers, since they require other skills, both generic and transversal, which project them more effectively onto their own work settings. By means of our research we provide information about the perceived skills that the students who completed the course “Practicum I” acquire both at the Faculty and at the training centers. This gives us the necessary information to act on training programs, advancing possible solutions or changes in those aspects that can arise as priorities: content, skills, structure, duration, learning methodologies, etc. Another aspect analyzed is the contribution of the different subjects of the curriculum to skills training of future teachers. Knowning how theoretical teaching is perceived and its contribution to actual performance in practice are regarded as fundamental pieces of information for competent professionals. This contribution is part of broader investigation that includes all students of “Practicum I”, “Practicum II” and “Practicum III” courses belonging to the Degrees in Early Childhood Education and Primary Education over three academic years. In this paper we put forward the results concerning “Practicum I” in those consecutive years. We were able able to observe that, when speaking of the skills acquired in both scenarios (the Faculty and the training centers), there are significant differences depending on the course of reference and the degree., En un momento de cambios como el que estamos viviendo, las Universidades deben de tener en consideración las nuevas formas de enseñar y aprender, para que los futuros profesionales adquieran las competencias necesarias para desenvolverse en un mercado laboral en continua transformación. Las competencias técnicas se quedan cortas a la hora de formar futuros docentes que precisan de otro tipo de competencias, genéricas y transversales, que les proyecten de forma más eficaz en los escenarios de trabajo que le son propios. Con nuestra investigación aportamos información acerca de las competencias que los estudiantes de la asignatura “Practicum” perciben que adquieren tanto en la Facultad como en el Centro de prácticas. Ello nos da la información necesaria para intervenir sobre los programas formativos, adelantando posibles vías de solución o cambio en aquellos aspectos que puedan manifestarse como prioritarios: contenidos, competencias, estructura, duración, metodologías de aprendizaje, etc. Otro aspecto analizado es la contribución de las diferentes asignaturas del currículum a la formación de competencias de los futuros docentes. Conocer cómo se percibe la enseñanza teórica y su aportación al desempeño real en la práctica, consideramos que es una información fundamental para conseguir profesionales competentes. Esta aportación, forma parte de una investigación más amplia que engloba a todos los estudiantes de las asignaturas Practicum I, Practicum II y Practicum III de las titulaciones de Grado en Educación Infantil y Primaria, a lo largo de tres años académicos. En este artículo presentamos los resultados relativos al Practicum I en esos años consecutivos, pudiendo observar cómo hay diferencias significativas en cuanto al curso de referencia y a la titulación, a la hora de hablar de las competencias adquiridas en ese período formativo

Within wide-ranging quality improvement agendas, patient involvement in health care is widely accepted as crucial. Ward rounds that include patients' active participation are growing as an approach to involve patients, ensure safety, and improve quality. An emerging approach to studying quality improvement is to focus on "clinical microsystems," where patients, professionals, and information systems interact. This provides an opportunity to study ward rounds more deeply. A new model of conducting ward rounds implemented through quality improvement work was studied, using the theory of practice architectures as an analytical tool. Practice architecture focuses on the cultural-discursive, social-political, and material-economic conditions that shape what people do in their work. Practice architecture is a sociomaterial theoretical perspective that has the potential to change how we understand relationships between practice, learning, and change. In this study, we examine how changes in practices are accomplished. The results show that practice architecture formed co-productive learning rounds, a possible model integrating quality improvement in daily work. This emerged in the interplay between patients through their "double participation" (as people and as information on screens), and groups of professionals in a ward round room. However, social interplay had to be renegotiated in order to accomplish the goals of all ward rounds.

In a time of change such as the one we are experiencing, universities must take into account the new ways of teaching and learning, so that future professionals can acquire the skills needed to function in a constantly changing labor market. Technical skills fall short when it comes to training future teachers, since they require other skills, both generic and transversal, which project them more effectively onto their own work settings. By means of our research we provide information about the perceived skills that the students who completed the course “Practicum I” acquire both at the Faculty and at the training centers. This gives us the necessary information to act on training programs, advancing possible solutions or changes in those aspects that can arise as priorities: content, skills, structure, duration, learning methodologies, etc. Another aspect analyzed is the contribution of the different subjects of the curriculum to skills training of future teachers. Knowning how theoretical teaching is perceived and its contribution to actual performance in practice are regarded as fundamental pieces of information for competent professionals. This contribution is part of broader investigation that includes all students of “Practicum I”, “Practicum II” and “Practicum III” courses belonging to the Degrees in Early Childhood Education and Primary Education over three academic years. In this paper we put forward the results concerning “Practicum I” in those consecutive years. We were able able to observe that, when speaking of the skills acquired in both scenarios (the Faculty and the training centers), there are significant differences depending on the course of reference and the degree., En un momento de cambios como el que estamos viviendo, las Universidades deben de tener en consideración las nuevas formas de enseñar y aprender, para que los futuros profesionales adquieran las competencias necesarias para desenvolverse en un mercado laboral en continua transformación. Las competencias técnicas se quedan cortas a la hora de formar futuros docentes que precisan de otro tipo de competencias, genéricas y transversales, que les proyecten de forma más eficaz en los escenarios de trabajo que le son propios. Con nuestra investigación aportamos información acerca de las competencias que los estudiantes de la asignatura “Practicum” perciben que adquieren tanto en la Facultad como en el Centro de prácticas. Ello nos da la información necesaria para intervenir sobre los programas formativos, adelantando posibles vías de solución o cambio en aquellos aspectos que puedan manifestarse como prioritarios: contenidos, competencias, estructura, duración, metodologías de aprendizaje, etc. Otro aspecto analizado es la contribución de las diferentes asignaturas del currículum a la formación de competencias de los futuros docentes. Conocer cómo se percibe la enseñanza teórica y su aportación al desempeño real en la práctica, consideramos que es una información fundamental para conseguir profesionales competentes. Esta aportación, forma parte de una investigación más amplia que engloba a todos los estudiantes de las asignaturas Practicum I, Practicum II y Practicum III de las titulaciones de Grado en Educación Infantil y Primaria, a lo largo de tres años académicos. En este artículo presentamos los resultados relativos al Practicum I en esos años consecutivos, pudiendo observar cómo hay diferencias significativas en cuanto al curso de referencia y a la titulación, a la hora de hablar de las competencias adquiridas en ese período formativo

Within wide-ranging quality improvement agendas, patient involvement in health care is widely accepted as crucial. Ward rounds that include patients' active participation are growing as an approach to involve patients, ensure safety, and improve quality. An emerging approach to studying quality improvement is to focus on "clinical microsystems," where patients, professionals, and information systems interact. This provides an opportunity to study ward rounds more deeply. A new model of conducting ward rounds implemented through quality improvement work was studied, using the theory of practice architectures as an analytical tool. Practice architecture focuses on the cultural-discursive, social-political, and material-economic conditions that shape what people do in their work. Practice architecture is a sociomaterial theoretical perspective that has the potential to change how we understand relationships between practice, learning, and change. In this study, we examine how changes in practices are accomplished. The results show that practice architecture formed co-productive learning rounds, a possible model integrating quality improvement in daily work. This emerged in the interplay between patients through their "double participation" (as people and as information on screens), and groups of professionals in a ward round room. However, social interplay had to be renegotiated in order to accomplish the goals of all ward rounds.

Within wide-ranging quality improvement agendas, patient involvement in health care is widely accepted as crucial. Ward rounds that include patients' active participation are growing as an approach to involve patients, ensure safety, and improve quality. An emerging approach to studying quality improvement is to focus on "clinical microsystems," where patients, professionals, and information systems interact. This provides an opportunity to study ward rounds more deeply. A new model of conducting ward rounds implemented through quality improvement work was studied, using the theory of practice architectures as an analytical tool. Practice architecture focuses on the cultural-discursive, social-political, and material-economic conditions that shape what people do in their work. Practice architecture is a sociomaterial theoretical perspective that has the potential to change how we understand relationships between practice, learning, and change. In this study, we examine how changes in practices are accomplished. The results show that practice architecture formed co-productive learning rounds, a possible model integrating quality improvement in daily work. This emerged in the interplay between patients through their "double participation" (as people and as information on screens), and groups of professionals in a ward round room. However, social interplay had to be renegotiated in order to accomplish the goals of all ward rounds.

This article, developed at the regional campus of a university, located 200 miles south from Santiago de Chile, shows how 185 students of preschool, elementary and middle education, experience and perceive the relationship theory-practice from their insertion in the school environment. The mixed approach adopted relies on an opinion questionnaire and a semi-structured interview administered in the tutoring spaces. The results show that 39% of the teaching students believe that theory and practice are opposite realities, while 31% say that the theory depends on practice. In that scenario, the initial teaching training faces the challenge to create spaces and devices that allow the teaching student to get familiar with a few sets of flexible and changing rules to understand the specificity of the teaching process, from a proper theory-practice relationship., El presente artículo, desarrollado en el campus regional de una universidad, ubicada a 200 millas al sur de Santiago de Chile, se orienta a mostrar cómo 185 estudiantes de pedagogía en educación inicial, básica y media experimentan y representan la relación teoría-práctica a partir de sus inserciones en el medio escolar. El enfoque mixto adoptado se apoya en un cuestionario de opinión y una entrevista semiestructurada administrada en los espacios de tutoría. Los resultados indican que el 39% de profesionales en formación considera que la teoría y la práctica son realidades opuestas, en tanto el 31% sostiene que la teoría depende de la práctica. En este escenario, la formación inicial enfrenta el desafío de generar espacios y dispositivos que permitan familiarizar a la persona aprendiz con unos juegos de reglas flexibles y cambiantes para comprender la especificidad del trabajo docente, a partir de una adecuada relación teoría-práctica.

The literature has recognized the complexity of the process of a curriculum development (CD) and a desirable interaction between practice and research in education. Portuguese Project IPEC sought to promote such intersection by a Community of Practice (CoP) via online involving science teachers and researchers working together to develop curriculum modules. In this paper the guiding principles of CD explored by one of such groups and their alignment with the theoretical directions are discussed. A case study was conducted by direct observation (measured by an online platform) and a non-participating documental analysis, both subject to content analysis. We could find that the CoP implemented several early literature principles of Curriculum Theory and Development, i.e. i) decentralized responsibility; ii) flexible and differentiated; iii) reflective; iv) a context approach regarding ScienceTechnology-Society- Environment (CTSA); v) integrated; and vi) including interactive phases. Thus an instrument for the empirical validation of early DC emerging from the literature has been explored. Also we observed that teachers and researchers involved in the CoP allowed a better link between theory and practice during CD., Na literatura tem-se reconhecido a complexidade do processo de desenvolvimento curricular (DC) e referido ser desejável a interação entre a prática e a investigação em Educação. O projeto português IPEC procurou promover essa articulação através duma comunidade de prática (CoP) online, envolvendo professores de ciências e investigadores em grupos de trabalho que desenvolveram módulos curriculares. Neste artigo analisam-se os princípios orientadores de DC explorados por um dos referidos grupos e o seu alinhamento com orientações teóricas. Realizou-se um estudo de caso, com observação direta (mediada por uma plataforma online) não participante e análise documental, ambas sujeitas a análise de conteúdo. Constatou-se que a CoP operacionalizou vários princípios da literatura da Teoria e Desenvolvimento Curricular; este deve ser: i) de responsabilidade descentralizada; ii) flexível e diferenciado; iii) reflexivo; iv) contextualizado numa abordagem Ciência-Tecnologia-Sociedade-Ambiente (CTSA); v) integrado; e vi) com fases iterativas. Assim, explora-se um instrumento para validação empírica de princípios de DC emergentes da literatura. Reconheceu-se ainda que o envolvimento de professores e investigadores nesta CoP permitiu uma melhor articulação entre a teoria e a prática durante o DC., En la literatura se ha reconocido la complejidad del proceso de desarrollo curricular (DC) y se ha afirmado lo deseable que puede ser la interacción entre la práctica y la investigación en Educación. El proyecto portugués IPEC buscó promover dicha articulación a través de una comunidad de práctica (CoP) online, involucrando a profesores de ciencias e investigadores en grupos de trabajo que desarrollaran módulos curriculares. En este artículo se analizan los principios orientadores de DC explorados por uno de los grupos referidos y su alineación con las orientaciones teóricas. Se realizó un estudio de caso, con observación directa (medida por una plataforma online) no participante y análisis documental, ambas sujetas a análisis de contenidos. Se constató que el CoP implementó varios principios de la literatura de la Teoría y Desarrollo Curricular: este debe ser: i) de responsabilidad descentralizada, ii) flexible y diferenciado, III) reflexivo, iv) contextualizado en un enfoque CienciaTecnología-Sociedad-Ambiente (CTSA), v) integrado, y vi) con fases interactivas. De esta forma se explora un instrumento para la validación empírica de principios de DC que emergen de la literatura. Se reconoció incluso que la vinculación de tanto profesores como investigadores en esta CoP permitió una mejor articulación entre teoría y práctica durante el CD.

The literature has recognized the complexity of the process of a curriculum development (CD) and a desirable interaction between practice and research in education. Portuguese Project IPEC sought to promote such intersection by a Community of Practice (CoP) via online involving science teachers and researchers working together to develop curriculum modules. In this paper the guiding principles of CD explored by one of such groups and their alignment with the theoretical directions are discussed. A case study was conducted by direct observation (measured by an online platform) and a non-participating documental analysis, both subject to content analysis. We could find that the CoP implemented several early literature principles of Curriculum Theory and Development, i.e. i) decentralized responsibility; ii) flexible and differentiated; iii) reflective; iv) a context approach regarding ScienceTechnology-Society- Environment (CTSA); v) integrated; and vi) including interactive phases. Thus an instrument for the empirical validation of early DC emerging from the literature has been explored. Also we observed that teachers and researchers involved in the CoP allowed a better link between theory and practice during CD., Na literatura tem-se reconhecido a complexidade do processo de desenvolvimento curricular (DC) e referido ser desejável a interação entre a prática e a investigação em Educação. O projeto português IPEC procurou promover essa articulação através duma comunidade de prática (CoP) online, envolvendo professores de ciências e investigadores em grupos de trabalho que desenvolveram módulos curriculares. Neste artigo analisam-se os princípios orientadores de DC explorados por um dos referidos grupos e o seu alinhamento com orientações teóricas. Realizou-se um estudo de caso, com observação direta (mediada por uma plataforma online) não participante e análise documental, ambas sujeitas a análise de conteúdo. Constatou-se que a CoP operacionalizou vários princípios da literatura da Teoria e Desenvolvimento Curricular; este deve ser: i) de responsabilidade descentralizada; ii) flexível e diferenciado; iii) reflexivo; iv) contextualizado numa abordagem Ciência-Tecnologia-Sociedade-Ambiente (CTSA); v) integrado; e vi) com fases iterativas. Assim, explora-se um instrumento para validação empírica de princípios de DC emergentes da literatura. Reconheceu-se ainda que o envolvimento de professores e investigadores nesta CoP permitiu uma melhor articulação entre a teoria e a prática durante o DC., En la literatura se ha reconocido la complejidad del proceso de desarrollo curricular (DC) y se ha afirmado lo deseable que puede ser la interacción entre la práctica y la investigación en Educación. El proyecto portugués IPEC buscó promover dicha articulación a través de una comunidad de práctica (CoP) online, involucrando a profesores de ciencias e investigadores en grupos de trabajo que desarrollaran módulos curriculares. En este artículo se analizan los principios orientadores de DC explorados por uno de los grupos referidos y su alineación con las orientaciones teóricas. Se realizó un estudio de caso, con observación directa (medida por una plataforma online) no participante y análisis documental, ambas sujetas a análisis de contenidos. Se constató que el CoP implementó varios principios de la literatura de la Teoría y Desarrollo Curricular: este debe ser: i) de responsabilidad descentralizada, ii) flexible y diferenciado, III) reflexivo, iv) contextualizado en un enfoque CienciaTecnología-Sociedad-Ambiente (CTSA), v) integrado, y vi) con fases interactivas. De esta forma se explora un instrumento para la validación empírica de principios de DC que emergen de la literatura. Se reconoció incluso que la vinculación de tanto profesores como investigadores en esta CoP permitió una mejor articulación entre teoría y práctica durante el CD.

The literature has recognized the complexity of the process of a curriculum development (CD) and a desirable interaction between practice and research in education. Portuguese Project IPEC sought to promote such intersection by a Community of Practice (CoP) via online involving science teachers and researchers working together to develop curriculum modules. In this paper the guiding principles of CD explored by one of such groups and their alignment with the theoretical directions are discussed. A case study was conducted by direct observation (measured by an online platform) and a non-participating documental analysis, both subject to content analysis. We could find that the CoP implemented several early literature principles of Curriculum Theory and Development, i.e. i) decentralized responsibility; ii) flexible and differentiated; iii) reflective; iv) a context approach regarding ScienceTechnology-Society- Environment (CTSA); v) integrated; and vi) including interactive phases. Thus an instrument for the empirical validation of early DC emerging from the literature has been explored. Also we observed that teachers and researchers involved in the CoP allowed a better link between theory and practice during CD., Na literatura tem-se reconhecido a complexidade do processo de desenvolvimento curricular (DC) e referido ser desejável a interação entre a prática e a investigação em Educação. O projeto português IPEC procurou promover essa articulação através duma comunidade de prática (CoP) online, envolvendo professores de ciências e investigadores em grupos de trabalho que desenvolveram módulos curriculares. Neste artigo analisam-se os princípios orientadores de DC explorados por um dos referidos grupos e o seu alinhamento com orientações teóricas. Realizou-se um estudo de caso, com observação direta (mediada por uma plataforma online) não participante e análise documental, ambas sujeitas a análise de conteúdo. Constatou-se que a CoP operacionalizou vários princípios da literatura da Teoria e Desenvolvimento Curricular; este deve ser: i) de responsabilidade descentralizada; ii) flexível e diferenciado; iii) reflexivo; iv) contextualizado numa abordagem Ciência-Tecnologia-Sociedade-Ambiente (CTSA); v) integrado; e vi) com fases iterativas. Assim, explora-se um instrumento para validação empírica de princípios de DC emergentes da literatura. Reconheceu-se ainda que o envolvimento de professores e investigadores nesta CoP permitiu uma melhor articulação entre a teoria e a prática durante o DC., En la literatura se ha reconocido la complejidad del proceso de desarrollo curricular (DC) y se ha afirmado lo deseable que puede ser la interacción entre la práctica y la investigación en Educación. El proyecto portugués IPEC buscó promover dicha articulación a través de una comunidad de práctica (CoP) online, involucrando a profesores de ciencias e investigadores en grupos de trabajo que desarrollaran módulos curriculares. En este artículo se analizan los principios orientadores de DC explorados por uno de los grupos referidos y su alineación con las orientaciones teóricas. Se realizó un estudio de caso, con observación directa (medida por una plataforma online) no participante y análisis documental, ambas sujetas a análisis de contenidos. Se constató que el CoP implementó varios principios de la literatura de la Teoría y Desarrollo Curricular: este debe ser: i) de responsabilidad descentralizada, ii) flexible y diferenciado, III) reflexivo, iv) contextualizado en un enfoque CienciaTecnología-Sociedad-Ambiente (CTSA), v) integrado, y vi) con fases interactivas. De esta forma se explora un instrumento para la validación empírica de principios de DC que emergen de la literatura. Se reconoció incluso que la vinculación de tanto profesores como investigadores en esta CoP permitió una mejor articulación entre teoría y práctica durante el CD.

The literature has recognized the complexity of the process of a curriculum development (CD) and a desirable interaction between practice and research in education. Portuguese Project IPEC sought to promote such intersection by a Community of Practice (CoP) via online involving science teachers and researchers working together to develop curriculum modules. In this paper the guiding principles of CD explored by one of such groups and their alignment with the theoretical directions are discussed. A case study was conducted by direct observation (measured by an online platform) and a non-participating documental analysis, both subject to content analysis. We could find that the CoP implemented several early literature principles of Curriculum Theory and Development, i.e. i) decentralized responsibility; ii) flexible and differentiated; iii) reflective; iv) a context approach regarding ScienceTechnology-Society- Environment (CTSA); v) integrated; and vi) including interactive phases. Thus an instrument for the empirical validation of early DC emerging from the literature has been explored. Also we observed that teachers and researchers involved in the CoP allowed a better link between theory and practice during CD., Na literatura tem-se reconhecido a complexidade do processo de desenvolvimento curricular (DC) e referido ser desejável a interação entre a prática e a investigação em Educação. O projeto português IPEC procurou promover essa articulação através duma comunidade de prática (CoP) online, envolvendo professores de ciências e investigadores em grupos de trabalho que desenvolveram módulos curriculares. Neste artigo analisam-se os princípios orientadores de DC explorados por um dos referidos grupos e o seu alinhamento com orientações teóricas. Realizou-se um estudo de caso, com observação direta (mediada por uma plataforma online) não participante e análise documental, ambas sujeitas a análise de conteúdo. Constatou-se que a CoP operacionalizou vários princípios da literatura da Teoria e Desenvolvimento Curricular; este deve ser: i) de responsabilidade descentralizada; ii) flexível e diferenciado; iii) reflexivo; iv) contextualizado numa abordagem Ciência-Tecnologia-Sociedade-Ambiente (CTSA); v) integrado; e vi) com fases iterativas. Assim, explora-se um instrumento para validação empírica de princípios de DC emergentes da literatura. Reconheceu-se ainda que o envolvimento de professores e investigadores nesta CoP permitiu uma melhor articulação entre a teoria e a prática durante o DC., En la literatura se ha reconocido la complejidad del proceso de desarrollo curricular (DC) y se ha afirmado lo deseable que puede ser la interacción entre la práctica y la investigación en Educación. El proyecto portugués IPEC buscó promover dicha articulación a través de una comunidad de práctica (CoP) online, involucrando a profesores de ciencias e investigadores en grupos de trabajo que desarrollaran módulos curriculares. En este artículo se analizan los principios orientadores de DC explorados por uno de los grupos referidos y su alineación con las orientaciones teóricas. Se realizó un estudio de caso, con observación directa (medida por una plataforma online) no participante y análisis documental, ambas sujetas a análisis de contenidos. Se constató que el CoP implementó varios principios de la literatura de la Teoría y Desarrollo Curricular: este debe ser: i) de responsabilidad descentralizada, ii) flexible y diferenciado, III) reflexivo, iv) contextualizado en un enfoque CienciaTecnología-Sociedad-Ambiente (CTSA), v) integrado, y vi) con fases interactivas. De esta forma se explora un instrumento para la validación empírica de principios de DC que emergen de la literatura. Se reconoció incluso que la vinculación de tanto profesores como investigadores en esta CoP permitió una mejor articulación entre teoría y práctica durante el CD.

This paper presents reflections on some topics collected from the perspective of the student population in the self-assessment process conducted at the Special Education Major with an Emphasis in Integration (CEEI), Basic Education Division (DEB), Center for Research and Teaching in Education (CIDE) at the National University (UNA) of Costa Rica, presented to the National Accreditation System for Higher Education (SINAES) in 2011. The input used for internal reflection by the continuous quality improvement team is based on the opinion of 118 regular students of the CEEI, who were actors during the self-assessment process. The achieved goal was to identify factors which contributed to improving the program. The opinions and reflections presented in this article revolve around the desirable characteristics of students entering the CEEI; the program’s bond with context and reality, as well as research related to the CEEI topics. The main findings of the analysis reveal that the research of the desirable characteristics of students, goes beyond their prioritization. The challenge is to think of the program, not only from the particular characteristics of the student, such as their profile or condition, but also from the development of strategies and actions that favor the formation processes. Moreover, the research-action line at CEEI is seen as a response to social and educational needs, which are visualized from the pedagogical practices of the courses, or from the graduation paper proposals. Hence, new emerging spaces in schools and beyond are perceived. It also requires a shift into a more human, diverse, comprehensive methodology, which is promoted by interactions, coexistence and proximity to the current context and the everyday scenario., Este artículo expone reflexiones sobre algunos aspectos recopilados desde la perspectiva de la población estudiantil en el proceso de autoevaluación de la carrera de Educación Especial con Énfasis en Integración (CEEI), de la División de Educación Básica (DEB) del Centro de Investigación y Docencia en Educación (CIDE) de la Universidad Nacional (UNA), Costa Rica, ante el Sistema Nacional de Acreditación de Educación Superior (SINAES) en el año 2011. Los insumos para la reflexión a lo interno del equipo de mejoramiento continuo se basan en la opinión de 118 estudiantes regulares de la CEEI, como actores del proceso de autoevaluación. El propósito que se cumple es lograr la identificación de aspectos para la mejora de la carrera. Por su parte, las opiniones y las reflexiones presentadas en el artículo giran en torno a las características deseables del estudiantado que ingresa a la CEEI, al vínculo de la carrera con el contexto y la realidad y a las investigaciones afines a temáticas de la CEEI. Las principales conclusiones del análisis revelan que haber indagado sobre las características deseables del estudiantado va más allá de una priorización de estas. El desafío es pensar en la carrera no solo desde las características particulares del estudiante universitario, como su perfil o su condición, sino desde el desarrollo de acciones y estrategias que favorezcan los procesos de formación. Por otra parte, la línea de investigación-acción en la CEEI es vista como una respuesta a las necesidades socioeducativas, las cuales son visualizadas desde las prácticas pedagógicas de los cursos, o bien desde las propuestas de los trabajos finales de graduación. De ahí que se vislumbren nuevos espacios emergentes en el ámbito escolar y fuera de él. Además, apunta hacia una mirada metodológica más diversa, amplia y humana que es promovida por las interacciones, la convivencia y la proximidad con el contexto real y lo cotidiano.

The literature has recognized the complexity of the process of a curriculum development (CD) and a desirable interaction between practice and research in education. Portuguese Project IPEC sought to promote such intersection by a Community of Practice (CoP) via online involving science teachers and researchers working together to develop curriculum modules. In this paper the guiding principles of CD explored by one of such groups and their alignment with the theoretical directions are discussed. A case study was conducted by direct observation (measured by an online platform) and a non-participating documental analysis, both subject to content analysis. We could find that the CoP implemented several early literature principles of Curriculum Theory and Development, i.e. i) decentralized responsibility; ii) flexible and differentiated; iii) reflective; iv) a context approach regarding ScienceTechnology-Society- Environment (CTSA); v) integrated; and vi) including interactive phases. Thus an instrument for the empirical validation of early DC emerging from the literature has been explored. Also we observed that teachers and researchers involved in the CoP allowed a better link between theory and practice during CD., Na literatura tem-se reconhecido a complexidade do processo de desenvolvimento curricular (DC) e referido ser desejável a interação entre a prática e a investigação em Educação. O projeto português IPEC procurou promover essa articulação através duma comunidade de prática (CoP) online, envolvendo professores de ciências e investigadores em grupos de trabalho que desenvolveram módulos curriculares. Neste artigo analisam-se os princípios orientadores de DC explorados por um dos referidos grupos e o seu alinhamento com orientações teóricas. Realizou-se um estudo de caso, com observação direta (mediada por uma plataforma online) não participante e análise documental, ambas sujeitas a análise de conteúdo. Constatou-se que a CoP operacionalizou vários princípios da literatura da Teoria e Desenvolvimento Curricular; este deve ser: i) de responsabilidade descentralizada; ii) flexível e diferenciado; iii) reflexivo; iv) contextualizado numa abordagem Ciência-Tecnologia-Sociedade-Ambiente (CTSA); v) integrado; e vi) com fases iterativas. Assim, explora-se um instrumento para validação empírica de princípios de DC emergentes da literatura. Reconheceu-se ainda que o envolvimento de professores e investigadores nesta CoP permitiu uma melhor articulação entre a teoria e a prática durante o DC., En la literatura se ha reconocido la complejidad del proceso de desarrollo curricular (DC) y se ha afirmado lo deseable que puede ser la interacción entre la práctica y la investigación en Educación. El proyecto portugués IPEC buscó promover dicha articulación a través de una comunidad de práctica (CoP) online, involucrando a profesores de ciencias e investigadores en grupos de trabajo que desarrollaran módulos curriculares. En este artículo se analizan los principios orientadores de DC explorados por uno de los grupos referidos y su alineación con las orientaciones teóricas. Se realizó un estudio de caso, con observación directa (medida por una plataforma online) no participante y análisis documental, ambas sujetas a análisis de contenidos. Se constató que el CoP implementó varios principios de la literatura de la Teoría y Desarrollo Curricular: este debe ser: i) de responsabilidad descentralizada, ii) flexible y diferenciado, III) reflexivo, iv) contextualizado en un enfoque CienciaTecnología-Sociedad-Ambiente (CTSA), v) integrado, y vi) con fases interactivas. De esta forma se explora un instrumento para la validación empírica de principios de DC que emergen de la literatura. Se reconoció incluso que la vinculación de tanto profesores como investigadores en esta CoP permitió una mejor articulación entre teoría y práctica durante el CD.

We present a proposal for preservice science teacher education entitled “Aprendiendo a Enseñar Ciencias en Primaria -Learning to Teach Primary Science- (APENCIP Workbook)" (Rivero et al., 2012). We take as referents for this workbook: inquiry-based science education; teacher education by inquiry into professional practical problems; the interaction with innovative teaching practices through audiovisuals. In the first part, the students prepare a plan to teach some specific content. The discussion and analysis of their proposals will serve as an initial contrast between the different teams, and an introduction to the professional problems they will have to address during the course (the intention being to clearly relate these problems with elements of the curriculum). In the second part, each curricular element and the problems it raises will be worked on sequentially. We shall begin by analysing the first version, and then compare and contrast it with various documents. The process culminates with work on a script for reflection aimed at setting out each team's position relative to the curricular element being analysed, and the team members' responses to the problems addressed. After analysing all the curricular elements selected, a second version of the teaching plan will be elaborated. In the third part, how inquiry-based science education is actually put into practice in the classroom will be visualized from video material and analysed, and a third version of the plan will be elaborated. The final activity is to compare the three versions, and to evaluate the entire process. Our intention is to investigate the prospective teachers' progression of knowledge in this process, and the possible influence that the course, especially the use of videos, may have had on that progression. Curr

We present a proposal for preservice science teacher education entitled “Aprendiendo a Enseñar Ciencias en Primaria -Learning to Teach Primary Science- (APENCIP Workbook)" (Rivero et al., 2012). We take as referents for this workbook: inquiry-based science education; teacher education by inquiry into professional practical problems; the interaction with innovative teaching practices through audiovisuals. In the first part, the students prepare a plan to teach some specific content. The discussion and analysis of their proposals will serve as an initial contrast between the different teams, and an introduction to the professional problems they will have to address during the course (the intention being to clearly relate these problems with elements of the curriculum). In the second part, each curricular element and the problems it raises will be worked on sequentially. We shall begin by analysing the first version, and then compare and contrast it with various documents. The process culminates with work on a script for reflection aimed at setting out each team's position relative to the curricular element being analysed, and the team members' responses to the problems addressed. After analysing all the curricular elements selected, a second version of the teaching plan will be elaborated. In the third part, how inquiry-based science education is actually put into practice in the classroom will be visualized from video material and analysed, and a third version of the plan will be elaborated. The final activity is to compare the three versions, and to evaluate the entire process. Our intention is to investigate the prospective teachers' progression of knowledge in this process, and the possible influence that the course, especially the use of videos, may have had on that progression. Curr

We present a proposal for preservice science teacher education entitled “Aprendiendo a Enseñar Ciencias en Primaria -Learning to Teach Primary Science- (APENCIP Workbook)" (Rivero et al., 2012). We take as referents for this workbook: inquiry-based science education; teacher education by inquiry into professional practical problems; the interaction with innovative teaching practices through audiovisuals. In the first part, the students prepare a plan to teach some specific content. The discussion and analysis of their proposals will serve as an initial contrast between the different teams, and an introduction to the professional problems they will have to address during the course (the intention being to clearly relate these problems with elements of the curriculum). In the second part, each curricular element and the problems it raises will be worked on sequentially. We shall begin by analysing the first version, and then compare and contrast it with various documents. The process culminates with work on a script for reflection aimed at setting out each team's position relative to the curricular element being analysed, and the team members' responses to the problems addressed. After analysing all the curricular elements selected, a second version of the teaching plan will be elaborated. In the third part, how inquiry-based science education is actually put into practice in the classroom will be visualized from video material and analysed, and a third version of the plan will be elaborated. The final activity is to compare the three versions, and to evaluate the entire process. Our intention is to investigate the prospective teachers' progression of knowledge in this process, and the possible influence that the course, especially the use of videos, may have had on that progression. Curr

We present a proposal for preservice science teacher education entitled “Aprendiendo a Enseñar Ciencias en Primaria -Learning to Teach Primary Science- (APENCIP Workbook)" (Rivero et al., 2012). We take as referents for this workbook: inquiry-based science education; teacher education by inquiry into professional practical problems; the interaction with innovative teaching practices through audiovisuals. In the first part, the students prepare a plan to teach some specific content. The discussion and analysis of their proposals will serve as an initial contrast between the different teams, and an introduction to the professional problems they will have to address during the course (the intention being to clearly relate these problems with elements of the curriculum). In the second part, each curricular element and the problems it raises will be worked on sequentially. We shall begin by analysing the first version, and then compare and contrast it with various documents. The process culminates with work on a script for reflection aimed at setting out each team's position relative to the curricular element being analysed, and the team members' responses to the problems addressed. After analysing all the curricular elements selected, a second version of the teaching plan will be elaborated. In the third part, how inquiry-based science education is actually put into practice in the classroom will be visualized from video material and analysed, and a third version of the plan will be elaborated. The final activity is to compare the three versions, and to evaluate the entire process. Our intention is to investigate the prospective teachers' progression of knowledge in this process, and the possible influence that the course, especially the use of videos, may have had on that progression. Curr

El artículo aborda la ruptura entre la producción de conocimiento pedagógico y su puesta en práctica en los centros educativos (quiebra teoría-práctica). El marco teórico sitúa en qué consiste esta quiebra, cómo se ha producido y cómo evoluciona actualmente para tratar de formular tentativas de respuesta válidas para el profesorado. Se ha realizado un estudio de caso con un maestro siguiendo una metodología etnográfica, explorando el desarrollo profesional del docente seleccionado mediante técnicas de recogida de información cualitativas. El estudio ofrece cinco resultados clave en el proceso de desarrollo profesional del caso: el cultivo de la formación académica, la revisión de las tradiciones escolares, la creación de una teoría de segundo grado, la creación de una práctica de segundo grado y la construcción de una pequeña pedagogía. El texto concluye con dos claves para superar la quiebra teoría-práctica: revisarse autocríticamente a uno mismo e ilustrarse permanentemente mediante lecturas profesionales.

We present a proposal for preservice science teacher education entitled “Aprendiendo a Enseñar Ciencias en Primaria -Learning to Teach Primary Science- (APENCIP Workbook)" (Rivero et al., 2012). We take as referents for this workbook: inquiry-based science education; teacher education by inquiry into professional practical problems; the interaction with innovative teaching practices through audiovisuals. In the first part, the students prepare a plan to teach some specific content. The discussion and analysis of their proposals will serve as an initial contrast between the different teams, and an introduction to the professional problems they will have to address during the course (the intention being to clearly relate these problems with elements of the curriculum). In the second part, each curricular element and the problems it raises will be worked on sequentially. We shall begin by analysing the first version, and then compare and contrast it with various documents. The process culminates with work on a script for reflection aimed at setting out each team's position relative to the curricular element being analysed, and the team members' responses to the problems addressed. After analysing all the curricular elements selected, a second version of the teaching plan will be elaborated. In the third part, how inquiry-based science education is actually put into practice in the classroom will be visualized from video material and analysed, and a third version of the plan will be elaborated. The final activity is to compare the three versions, and to evaluate the entire process. Our intention is to investigate the prospective teachers' progression of knowledge in this process, and the possible influence that the course, especially the use of videos, may have had on that progression. Curr

Este artículo tiene como objeto de estudio el proceso de innovación con prácticas participativas realizado por un equipo multidisciplinar de profesoras de la Universidad del País Vasco. Desde las pautas de la metodología de la investigación-acción, los instrumentos utilizados para generar los datos han sido: relatos personales, entrevistas, tertulias pedagógico-dialógicas y técnicas activas. Partiendo de un análisis categorial emergente, se formulan unos resultados en términos de desafíos o retos, que evidencian los aspectos claves a considerar en la puesta en marcha y el seguimiento de estas novedosas prácticas formativas universitarias, dado su efecto en el aprendizaje del alumnado; a saber: transitar del individualismo a la colaboración, tener en cuenta los procesos de socialización previa del alumnado y del profesorado, compartir el poder de decisión, atender al cuidado de las personas, dar un nuevo significado a la participación y avanzar en el cambio de contextos de trabajo. Finalmente, el estudio alerta acerca de la responsabilidad que nos compete sobre el uso de estas metodologías en el ámbito universitario y su extensión a otros campos de la educación., This essay centres on the subject of advancing innovative procedures for participative practices at university level, as they have been undertaken by a multidisciplinary team of teachers from the University of the Basque Country. Following the guidelines of the action-research methodology, the instruments used to generate the information have been: personal experiences reports, interviews, pedagogic-dialogic discussions, and active techniques. Starting from an emergent categorical analysis, the results are formulated in terms of challenges, trying to provide answers to the needs of new formative university practices; for example, facing the transition between individualism and collaboration, considering the process of socialisation of the students and teachers, sharing the taking of decisions, paying attention to the care of people, providing a broader meaning to the concept of participation and progressing in changing the work environment and contexts. Finally, this study warns us of the responsibility that rests on the use of these methodologies at university and its extension to other areas of education.

Este artículo tiene como objeto de estudio el proceso de innovación con prácticas participativas realizado por un equipo multidisciplinar de profesoras de la Universidad del País Vasco. Desde las pautas de la metodología de la investigación-acción, los instrumentos utilizados para generar los datos han sido: relatos personales, entrevistas, tertulias pedagógico-dialógicas y técnicas activas. Partiendo de un análisis categorial emergente, se formulan unos resultados en términos de desafíos o retos, que evidencian los aspectos claves a considerar en la puesta en marcha y el seguimiento de estas novedosas prácticas formativas universitarias, dado su efecto en el aprendizaje del alumnado; a saber: transitar del individualismo a la colaboración, tener en cuenta los procesos de socialización previa del alumnado y del profesorado, compartir el poder de decisión, atender al cuidado de las personas, dar un nuevo significado a la participación y avanzar en el cambio de contextos de trabajo. Finalmente, el estudio alerta acerca de la responsabilidad que nos compete sobre el uso de estas metodologías en el ámbito universitario y su extensión a otros campos de la educación., This essay centres on the subject of advancing innovative procedures for participative practices at university level, as they have been undertaken by a multidisciplinary team of teachers from the University of the Basque Country. Following the guidelines of the action-research methodology, the instruments used to generate the information have been: personal experiences reports, interviews, pedagogic-dialogic discussions, and active techniques. Starting from an emergent categorical analysis, the results are formulated in terms of challenges, trying to provide answers to the needs of new formative university practices; for example, facing the transition between individualism and collaboration, considering the process of socialisation of the students and teachers, sharing the taking of decisions, paying attention to the care of people, providing a broader meaning to the concept of participation and progressing in changing the work environment and contexts. Finally, this study warns us of the responsibility that rests on the use of these methodologies at university and its extension to other areas of education.

Este artículo tiene como objeto de estudio el proceso de innovación con prácticas participativas realizado por un equipo multidisciplinar de profesoras de la Universidad del País Vasco. Desde las pautas de la metodología de la investigación-acción, los instrumentos utilizados para generar los datos han sido: relatos personales, entrevistas, tertulias pedagógico-dialógicas y técnicas activas. Partiendo de un análisis categorial emergente, se formulan unos resultados en términos de desafíos o retos, que evidencian los aspectos claves a considerar en la puesta en marcha y el seguimiento de estas novedosas prácticas formativas universitarias, dado su efecto en el aprendizaje del alumnado; a saber: transitar del individualismo a la colaboración, tener en cuenta los procesos de socialización previa del alumnado y del profesorado, compartir el poder de decisión, atender al cuidado de las personas, dar un nuevo significado a la participación y avanzar en el cambio de contextos de trabajo. Finalmente, el estudio alerta acerca de la responsabilidad que nos compete sobre el uso de estas metodologías en el ámbito universitario y su extensión a otros campos de la educación., This essay centres on the subject of advancing innovative procedures for participative practices at university level, as they have been undertaken by a multidisciplinary team of teachers from the University of the Basque Country. Following the guidelines of the action-research methodology, the instruments used to generate the information have been: personal experiences reports, interviews, pedagogic-dialogic discussions, and active techniques. Starting from an emergent categorical analysis, the results are formulated in terms of challenges, trying to provide answers to the needs of new formative university practices; for example, facing the transition between individualism and collaboration, considering the process of socialisation of the students and teachers, sharing the taking of decisions, paying attention to the care of people, providing a broader meaning to the concept of participation and progressing in changing the work environment and contexts. Finally, this study warns us of the responsibility that rests on the use of these methodologies at university and its extension to other areas of education.

Este artículo tiene como objeto de estudio el proceso de innovación con prácticas participativas realizado por un equipo multidisciplinar de profesoras de la Universidad del País Vasco. Desde las pautas de la metodología de la investigación-acción, los instrumentos utilizados para generar los datos han sido: relatos personales, entrevistas, tertulias pedagógico-dialógicas y técnicas activas. Partiendo de un análisis categorial emergente, se formulan unos resultados en términos de desafíos o retos, que evidencian los aspectos claves a considerar en la puesta en marcha y el seguimiento de estas novedosas prácticas formativas universitarias, dado su efecto en el aprendizaje del alumnado; a saber: transitar del individualismo a la colaboración, tener en cuenta los procesos de socialización previa del alumnado y del profesorado, compartir el poder de decisión, atender al cuidado de las personas, dar un nuevo significado a la participación y avanzar en el cambio de contextos de trabajo. Finalmente, el estudio alerta acerca de la responsabilidad que nos compete sobre el uso de estas metodologías en el ámbito universitario y su extensión a otros campos de la educación., This essay centres on the subject of advancing innovative procedures for participative practices at university level, as they have been undertaken by a multidisciplinary team of teachers from the University of the Basque Country. Following the guidelines of the action-research methodology, the instruments used to generate the information have been: personal experiences reports, interviews, pedagogic-dialogic discussions, and active techniques. Starting from an emergent categorical analysis, the results are formulated in terms of challenges, trying to provide answers to the needs of new formative university practices; for example, facing the transition between individualism and collaboration, considering the process of socialisation of the students and teachers, sharing the taking of decisions, paying attention to the care of people, providing a broader meaning to the concept of participation and progressing in changing the work environment and contexts. Finally, this study warns us of the responsibility that rests on the use of these methodologies at university and its extension to other areas of education.

Este artículo tiene como objeto de estudio el proceso de innovación con prácticas participativas realizado por un equipo multidisciplinar de profesoras de la Universidad del País Vasco. Desde las pautas de la metodología de la investigación-acción, los instrumentos utilizados para generar los datos han sido: relatos personales, entrevistas, tertulias pedagógico-dialógicas y técnicas activas. Partiendo de un análisis categorial emergente, se formulan unos resultados en términos de desafíos o retos, que evidencian los aspectos claves a considerar en la puesta en marcha y el seguimiento de estas novedosas prácticas formativas universitarias, dado su efecto en el aprendizaje del alumnado; a saber: transitar del individualismo a la colaboración, tener en cuenta los procesos de socialización previa del alumnado y del profesorado, compartir el poder de decisión, atender al cuidado de las personas, dar un nuevo significado a la participación y avanzar en el cambio de contextos de trabajo. Finalmente, el estudio alerta acerca de la responsabilidad que nos compete sobre el uso de estas metodologías en el ámbito universitario y su extensión a otros campos de la educación., This essay centres on the subject of advancing innovative procedures for participative practices at university level, as they have been undertaken by a multidisciplinary team of teachers from the University of the Basque Country. Following the guidelines of the action-research methodology, the instruments used to generate the information have been: personal experiences reports, interviews, pedagogic-dialogic discussions, and active techniques. Starting from an emergent categorical analysis, the results are formulated in terms of challenges, trying to provide answers to the needs of new formative university practices; for example, facing the transition between individualism and collaboration, considering the process of socialisation of the students and teachers, sharing the taking of decisions, paying attention to the care of people, providing a broader meaning to the concept of participation and progressing in changing the work environment and contexts. Finally, this study warns us of the responsibility that rests on the use of these methodologies at university and its extension to other areas of education.

The separation between the laboratory as the space of science and the real world has become one of many dichotomies in psychology. This distinction, which results from following different logics, has become in many cases a definitive breach, so that the knowledge from basic psychology play a secondary role in professional practices. This paper proposes that this disruption would be the result from the type of theories generated from scientific approaches and from the lack of efforts to create appropriate technological models for our field's problems., La separación entre el laboratorio como espacio de la ciencia y el mundo real ha marcado otra de tantas dicotomías en la psicología. Esta distinción, que proviene del seguimiento de lógicas diferentes, ha llegado a ser, en muchos casos, una ruptura definitiva, de manera que los conocimientos provenientes de la psicología básica, juegan un papel secundario en las prácticas profesionales. Se plantea que esta desarticulación sería el producto del tipo de teorías generadas desde aproximaciones científicas y de la falta de esfuerzos por generar modelos tecnológicos apropiados a los problemas de nuestro campo de estudio.

Core symptoms of Tourette's syndrome are assumed to result from inhibitory dysfunction, which could also impair theory of mind. Here the authors report evidence for theory of mind difficulties: patients exhibit deficits in recognizing faux pas and understanding intentionality.

This article proposes itself to be a space in which to relate reflections on and concerns about the new Official Masters in Social Work, drawn from the experience generated, as a student body, by the first graduating class of the Official Interuniversity Postgraduate Degree in Social Work of the Complutense University of Madrid. The discourse chosen takes as a starting point the fight that the discipline led some years ago for the Bachelors Degree motivated by the recognition in the university setting, to then to focus on the new achievement of the official Master’s, spaces that, beyond just recognition, make reflection on and the growth of the discipline of Social Work possible. The interest in the Master’s level springs from not only the European goal and approach (the new configuration of credits, the concept of the work of the teacher and student, the renewal of didactic methodologies, etc.) but also its insertion in the reality of the Spanish university. It is good to stop and take the pulse, to analyze, evaluate and transmit the first steps of this promising project, transforming the subjectivity of those who are directly involved with the possibility of reflection in order to promote and improve the aspects that constitute this wager., Este artículo se propone como un espacio donde interrelacionar reflexiones e inquietudes sobre los nuevos Masteres Oficiales en Trabajo Social, a partir de la experiencia generada, en calidad de alumnado, por la primera promoción del Posgrado Oficial Interuniversitario de la Universidad Complutense de Madrid. El discurso elegido tiene como punto de partida la lucha que la disciplina abanderó años atrás por la Licenciatura, movida por el reconocimiento en el terreno universitario, para luego centrar la mirada en el logro recién estrenado de los Masteres oficiales, espacios que posibilitan, más allá del reconocimiento, la reflexión y el crecimiento de la disciplina de Trabajo Social. El interés en el nivel de Master abordará tanto la pretensión y el planteamiento europeo (la nueva configuración de créditos, la concepción de la labor del docente y discente, la renovación de metodologías didácticas, etc.) como su implantación en la realidad universitaria española. Es bueno pararse a tomar el pulso, analizar, evaluar y transmitir los primeros pasos de este proyecto prometedor, trasformando la propia subjetividad, de personas directamente implicadas con posibilidad de reflexión para potenciar y mejorar los aspectos que constituyen esta apuesta.

A frequent complaint among social workers is that it is not possible for social workers to do authentic social work and that it is only possible to manage social resources. With this starting point, this article studies the need to delve deeper into areas such as the importance of theory for Social Work, the meaning of our profession in current society, the goals that are pursued through our interventions, of what it means to do social work and what are the basic tenets of our work, as well as the existence of the unavoidable ethical dilemma in which social workers find themselves when they have to make decisions that will affect the life and person of our clients. These aspects tell an account of the difficulties involved in doing social work.

In the present article, I relate the way my teacher identity was constituted: my chilhood memories, my student history, the rearing process I went through, my experiences and even my meditations about the reality I live with. Since 2003, I am an elementary school teacher at Escola Padre Francisco Silva, a pubilc school of Campinas municipality. My presence in this rich and dynamic reality promotes turmoil such as: (i) my questioning about the fact that the education we receive in the university is not enough to deal with the complex processes lived everyday in a school, with real childen, each one with his/her own peculiarities; (ii) work with the heterogenity, the group and children self-image, the interpersonal relationships, the evaluation, the serial system, the limits and the possibilities. To be in a school made me realize that the possibilites of acting are ample when there are the wish to change and the social commitment from the people, who integrate the different common space of our school, to make this transformation. Education is a continuous process with the children and in the different meditation spaces that managers provide to the education professionals of our school., No presente artigo procuro narrar como foi sendo constituída minha identidade de professora, a partir das lembranças, da minha história de estudante, do processo de formação vivido, das experiências que tive, até a reflexão sobre a realidade na qual me insiro atualmente, atuando como professora de ensino fundamental, na Escola Padre Francisco Silva da Rede Municipal de Campinas, desde 2003. A inserção nessa realidade rica e dinâmica promove inquietações, entre elas o questionamento sobre como a formação que temos na universidade não dá conta da complexidade dos processos vividos no cotidiano escolar, com crianças concretas, cada qual com suas especificidades, como o trabalho com a heterogeneidade, a auto-imagem dos grupos e das crianças, as relações interpessoais, a avaliação, o sistema seriado, os tempos, os limites e as possibilidades. Entrar na escola também implicou perceber que as possibilidades de atuação se ampliam, quando há o desejo pela mudança e o compromisso social das pessoas que integram os diferentes espaços coletivos da nossa escola, em realizar essa transformação. O processo de formação é continuo na relação com as crianças e nos diferentes espaços de reflexão coletiva que a gestão proporciona aos profissionais da educação em nossa escola.