Challenges and tensions of initial teacher education in the current process of transformations

Abstract

The article describes the results of a theoretical study on the issue of Teacher Education and its social interplay. It develops a broad analysis of the structural conditions which, at the globalization level, impinge upon the regional-local political configuration. Adopting the viewpoint of the regulations, the text then interprets how the decisions of educational policies promote or stabilize the functions, profiles and actions performed by the teacher. The reflection about this issue is the object of study of research projects carried out in Salta, Argentina. The methodology employed includes a survey of the historical evolution since the 1960s and 1970s up to this day, arguing and comparing conceptual and interpretive sources which - in that region - give support to the function assigned to the teacher. The period analysis is supplemented by the consideration of social, historical, and cultural factors that are gradually incorporated along the changes in the profile of the professional teacher. This kind of immutability of teacher education would be consistent with the regulation policy imposed by the government. However, the power of the social movement resulting from the recent globalization process has triggered profound changes in teacher education in the shape of reforms and transformations. Despite the government's interest in modifying teacher education, it continues to practice a politically-oriented policy with repercussions to the spheres of institutional management and practice of teacher education. Finally, principles are put forward for consideration with a view to face the challenges of the transformations of local teacher education.