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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]

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 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]