The formation of professorship in uncertain times

Abstract

The knowledge available about the formation of the teacher's body leads us to be cautious when approaching this thematic. The proposals, the studies and the experiences abound, however it's an issue that seems to be far from exhaust. There's a wide arrangement about the need of the teacher's body to have access to the formation processes that allow it to renew its teaching praxis and, thus, contribute to the improvement of the processes and results of the students. From this recognition, in this article two issues are discussed, that are not, usually, approached in an explicit way regarding the formation of the teacher's body. First, it is argued that in the equation that relates the formation of the teacher's body with the students' learning, usually, an important factor is not considered: the conditions in wich the learning and teaching situations take place. Conditions that are configured by the interaction of elements as complex and differents as the articulation of the educational system, the organization of school's time and space and the work situation of the teachers. On second place, it's stablished that a formation system has to be coherent and cannot be unnatached to a set of themes, such as: the exposure of the school's mission and function, the curriculum's content and development, the vision of each discipline, if it's a disciplinar curriculum, the representation expected of the role of the teacher's body, the interpretations of our society's and student's needs and the project of improvement of education that is atacched to it. Our point of view is that, from the position of which a formation project deals with these themes, and of its capacity of connecting with the need of learning of the teacher's body (what implies a will for changing and improvement) it is possible - and necessary - to establish a formation proposal from the complexity and not from the managemental and ef f icient ist reducionism.