Representaciones de praxis pedagógica en el marco de los procesos de formación docente. Caso Unimonserrate, Colombia.

This paper presents some results derived from a research on the processes of training teachers at Fundacion Universitaria Monserrate in Bogota city. These results answer the following questions: How the representations of pedagogical practices of professors that participate in teachers training processes are mediated by diverse elements and discourses, based on Colombian education policy and the regulatory framework that establishes the guidelines for higher education quality in terms of teacher training?; How these representations rise tensions with elements that articulate the relationship between practice, reflection and research as a way of producing pedagogical knowledge, this aspect is called pedagogical praxis? Research article in social sciences derived from the ongoing project "Model of training graduates within the framework of pedagogical praxis. Conception, sense and structure", by the research group Praxis, Childhood, Youths and Knowledge, from the School of Education of the Monserrate University Foundation. The study is approved by Minute 005 of the Chancellor's Committee for the Approval of Research Projects of the Monserrate University Foundation, which accounts for the participation in the institutional call made in Consequently, this research proposes to identify the elements associated with the representations of pedagogical practice present in the processes of teacher training, with a methodological process based on the qualitative approach and using a hermeneutical methodology. The results show that praxis is conceived as a way of exercising thinking and building pedagogical knowledge from situated contexts, it also transforms educational practice by constant reflection about the educational experience. [ABSTRACT FROM AUTHOR]