LA PRÁCTICA PRE-PROFESIONAL EN LA FORMACIÓN DOCENTE INICIAL DESDE LAS POLÍTICAS DOCENTES EN PERÚ
DOI:
https://doi.org/10.5216/ia.v44i3.61808Abstract
En esta década, la formación docente en el Perú está atravesando cambios marcados por las políticas docentes, que apuestan por el ejercicio de una docencia en base a estándares vinculados a la Carrera Pública Magisterial. En este artículo, se ofrece un panorama de las políticas que regulan la formación de los futuros docentes para centrar su foco en la Práctica pre-profesional de los docentes que se forman en los Institutos de Educación Superior Pedagógica. Las prácticas intensivas se analizan desde su complejidad epistemológica y organizacional, en tanto espacio de aprendizaje, proceso complejo y singular, así como área del currículo que desarrolla competencias profesionales. Se finaliza con desafíos que permitan abrir el diálogo entre los agentes responsables de la formación docente en nuestro país.
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