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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]

It is hard to see oneself as the research subject. In this paper, we try to uncover the roads that lead to an integral formation, combining personal experiences and the beginning of a professional career as a professor. This formation led to a dynamic and enriching grid of experiences that helped determine the creation of the subject- professor. Through the narration of her own story, a new professor reflects upon different points of focus that allow us to rethink her formation.We stayed away from the classic analysis format and, instead, put the emphasis on the professor, self-interpreted from multireferential perspectives.We conceptualized the formation in its relation to the early stages of a teaching career, from a dynamic and subjective perspective, influenced by opportunities and experiences. [ABSTRACT FROM AUTHOR]

This paper deals with the profesional development of Secondary School teachers in work settings. It focuses on the development of teachers as human beings and professionals, whose lives and work are shaped by internal and external school conditions. This paper does not aim at making a generalization but at unveiling those clues that might help in the promotion of development of secondary school teachers. This will be done through categories evolved for a better understanding of the object of study. For this qualitative piece of research twelve cases in the city of Córdoba have been analized and a particular kind of interview -life stories has been applied. [ABSTRACT FROM AUTHOR]

The learning conceptions explain how persons describe, experience, the learning fenomenous, that are qualitative different. One of the methodological approaches that focus the description and categorization is the phenomenographic one. It is over this that we centre our methodological work. The unit description is the conception. This paper shows the progress on the categories built about professors' learning conceptions of the Facultad de CienciasHumanas, Universidad Nacional de La Pampa, Argentina. They are provisional results of the research in which the main goal refers to identify and to inquire into the learning's conceptions and the possible influence on learning tasks that students perform. Testimonies from the professors show different ways to conceive and understand learning. [ABSTRACT FROM AUTHOR]

To include practices in the teacher training of our University has been a controversial topic with a vision mainly "depending on application" regarding the practice field: first, students must learn theory, then (in the last year), practices must be done to transfer all that amount of theory to the practice. h e aim of this paper is to present the model of ATT (Articulated Teacher Training) studied through Action Research in the last two decades, which includes the practices as an epistemological, ethical, political and didactic core of change. What do students learn in these practices? Which is the situated reality of the classroom? In these interactions they learn to use the practical reasoning in front of real problems which challenge them to consider possibilities, to discuss, to give their opinions and to take decisions. They also learn --as Arendt states-- to live together, ones and others with diversity, to "build" together; basic political training that guides youth towards peace defense and against injustice. [ABSTRACT FROM AUTHOR]

This papers introduces some reflections on the authors' learning as professors after twenty years' experience in teaching research methods and techniques to last year undergraduate students of social and cultural anthropology in the School of Natural Sciences and Museum (UNLP). Some of these reflections stem from an analysis of students' expectations as regards the subject and which are stated by them at the very beginning of the academic year. [ABSTRACT FROM AUTHOR]

During the last years the University has evolved from an institution which focused on the study of different natural and social phenomena to becoming the focus of research. This paper shows part of the results of a research on the effects of social changes in the work and professional life of university teachers. The professional life history has been the strategy chosen to approach the changes in the lives of teachers and researchers. As a result of studying and comparing 24 life histories, there appears a group of different topics which have different meanings for the participants in this research. Their analyses show there is an increase in stress and pressure on teachers who are forced to carry out three completely different activities: teaching, researching and having managerial positions. This text presents the situations teachers have to face in a working context which is becoming more and more demanding. [ABSTRACT FROM AUTHOR]

This paper is based on the professional biographies of six professors identified as excellent by senior students in three programmes at the School of Humanities, Mar del Plata State University. In-depth interviews examined the teachings and practices these instructors encountered along their educational biographies in order to find traces of these experiences in their current lives. The aim is to disclose the subtle ways in which the past influences their academic present. The life histories retrieved reveal the importance of the actors' mentors at the onset of their teaching and research at the university. The recovery of these memories allows the conceptualization of experts' role in the education of novices, thus examining what is traditionally considered as the informal supervision of teaching assistants and junior researchers. In this way, we try to create a site at the university where it is possible to discuss mentors' good practices. [ABSTRACT FROM AUTHOR]

In this paper I explore an instructional experience in which academic reading and writing was embedded into teaching a Social Science subject. The purpose of the series of proposed tasks was the organization of a Conference opened to the university community in which students, in groups, had to give a lecture oil a topic after selecting the bibliography they were interested in reading. During the five weeks the project lasted they received guidance and feedback from their teacher. The experience is based on the idea that assessment guides students' learning because it is where they direct their study and effort to. For this reason, the assessment task was thought as a situation from which students could specially learn. An important feature of the experience was the discussion and negotiation among students and teacher about the characteristics of a good oral presentation; these features would function as assessment criteria. The teaching situation integrates a usually dismissed content in formal education: it not only teaches about a set of concepts but instructs about particular discursive practices as well. [ABSTRACT FROM AUTHOR]

In the field of Social Sciences, and particularly in the field of education, it is not simple to approach research models or paradigms because there are frequent discussions raised around this topic in dichotomy terms, sometimes antagonistic. It is possible to meet different stances in relation to the generation of scientific knowledge, that is, in relation to the way of «producing science,» which implies thinking of models or paradigms that support the different research logics. The objective of this paper is to characterize the main research models or paradigms in education with the purpose of carrying out a methodological analysis of the Research Project: «Professional Socialization Referents in Universidad Nacional de Rio Cuarto teachers» (Argentina). In the first part a characterization of the models or paradigms is developed; in the second part, a synthesis of the mentioned Project is presented, and in the third part both an analysis and justification of the project is carried out. [ABSTRACT FROM AUTHOR]

This paper present the first result of reasearch on gender relations in the teaching work between women and men in University National of Comahue: the selection faculty are two: Humanity and Economy and Administration. [ABSTRACT FROM AUTHOR]