Políticas de formación docente inicial: Reflexiones sobre la experiencia argentina
This article focuses on the educational reforms that have taken place in Argentina like in other South American countries. Academic structures and teachers training programs were affected by these policies. From a comparative and international perspective, it is possible to identify also an increase...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.uam.es:10486/681287 |
| Acceso en línea: | http://hdl.handle.net/10486/681287 |
| Access Level: | acceso abierto |
| Palabra clave: | Sistema formador argentino Formación docente inicial Evaluación Educación |
| Sumario: | This article focuses on the educational reforms that have taken place in Argentina like in other South American countries. Academic structures and teachers training programs were affected by these policies. From a comparative and international perspective, it is possible to identify also an increase of the range of compulsory education that reaches the secondary-level of education in most of Western countries. We believe that it is necessary to understand from an historical point of view the changes of the cycles, tracks and the curricula of these educational systems. Above all, if we consider the recent transformations of the academic structure and the training of teachers applied in some of the jurisdictions of Argentina. The reforms that have been implemented have affected various dimensions of education systems: government, institutions and various academic aspects. It also includes evaluation as a counterpart of decentralization and as a governance mechanism of school systems. The evaluation has been linked to a conception of quality that is reduced to educational performance. This paper aims to compare the changes in initial training in teacher training institutes, identifying the evaluation and accreditation mechanisms carried out by the Federal Evaluation Commission (Co.F.Ev.) |
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