Las necesidades de formación permanente del docente

Abstract

This paper is part of a research project carried out by a group of professionals at the Faculty of Education. It contains some of their findings, based on qualitative analysis using triangulation for the follow-up of the events reported by teachers in the light of information gathering strategies, namely focal group polls and in-depth interviews. Among the said events, the following are worth mentioning: classroom practices that do not respond pedagogical approaches which were known and studied by teachers during their university training; the need of teachers for multi-disciplinary formation beyond the formative emphasis on a single area of knowledge; state educational policies which do not start from teachers’ reflections on the educational act but are formulated by those who know the needs of students and of educational institutions; finally, the needs of formation originated in the demands which are distinctive of the context in every one of the educational institutions and of the Institutional Educational Project (PEI) that guides them.