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In this paper we present our reflections from the development of a postgraduate course on teaching practices at the university, in which the contributions of the attending teachers evidenced the essential articulation of didactics with other fields of knowledge, in order to understand the problems that teaching raises in the present. Issues such as the relationship of teaching with technology, with the ways of learning of young people, affectivity as a component of teaching, attention to diversity and the working conditions of teachers are presented as topics recurring, which although they are not new, have acquired other connotations that make them more complex. This made us think in the sense of considering a "didactics from or towards the edges", focusing on the contributions of those other fields to this discipline that offer greater richness to the analysis of teaching. [ABSTRACT FROM AUTHOR]

This paper reviews the findings of a master's thesis directed by Dr. Edith Litwin called "Learning in Alto Valle de Rio Negro and Neuquén High Schools in the opinion of college students from the Universidad National of Comahue". The students interviewed studied in high school during from 2000 to 2005. From cognitive and constructivist approaches to socio-cognitive learning, we carried out research into the significance of advanced university students' learning in high school. We focus on narratives related to: What aspects of learning practice in high schools students recover as its constitutive part? What projection value do they assign to acquired learning? We interpreted the significance of the history of learning practice in High School, the formats of interaction between this practice and teaching practice, the link between learning practice and the institutional environment. [ABSTRACT FROM AUTHOR]

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