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http://www.ugr.es/local/recfpro/rev111ART2.pdf 2 Despite the growing importance that governments, educational reform programs and specialists give to the issue of teachers and to the policies aimed at their professional development, we are still far from having the teacher bodies we wish for. In the last decade many countries from Latin America reformed the teacher-training curriculum -both in their contents and in its structure and foundations-, increased the hour load of the plans, and initiated a process of improvement and accreditation of the institutions. Nonetheless, serious problems persist at many levels: at the institutions, at their teams of teachers and at the organization of the teacher training subsystem. This paper intends to identify the main problems that pre service and in service- teacher training presents in the Latin American countries, in the context of changes and new challenges that contemporary schooling poses to the teacher office. For the identification of the problems, four main dimensions are considered: institutional organization, curriculum, the teacher training models, approaches or conceptions; and the profile of the teacher trainers. In the end, and from the overview described, the author raises which are the main challenges for teacher training and professional development of teachers. Keys words: Teachers, Pre Service Teacher Training, Professional Development * * * * * Desde hace un par de décadas la formación docente inicial y el desarrollo profesional continuo han sido ubicadas como elementos centrales de los diagnósticos educativos, foco de intervención privilegiado de las políticas de reforma y de las estrategias destinadas a la elevación de la calidad. La mayoría de los programas de mejora de los sistemas educativos en América Latina, al igual que las reformas europeas realizadas en los años ’90, han incluido iniciativas específicas destinadas a fortalecer las competencias y la profesionalidad de los futuros docentes y de aquellos que se encuentran en actividad. A la hora de pensar las innovaciones pedagógicas y las políticas educativas ya nadie pasa por alto la problemática del docente y la calidad de su formación. Los sistemas escolares actuales, configurados en la modernidad hacia fines del siglo XIX en América Latina, conservan una huella de su origen: la centralidad del docente, el maestro como tecnología y recurso educativo insustituible. A pesar del avance de las Nuevas Tecnologías y de las predicciones sobre las escuelas del futuro, no es probable que esta situación se altere radicalmente en el transcurso de las próximas décadas. El trabajo que realiza el docente con sus alumnos continúa forjado por vínculos de tipo doméstico y familiar. Se resiste por lo tanto a las lógicas racionalizadoras y cientificistas que lo intentan dotar de mayor profesionalismo (Vezub, 2005a). El reconocimiento del papel preponderante del docente en el proceso educativo no implica dejar inalterados los rasgos que históricamente configuraron su tarea. Por el contrario, es necesario sentar las bases de una nueva identidad y profesionalidad. Los grandes cambios experimentados en los ámbitos social, económico, político, cultural e incluso a nivel de la vida privada de las personas, junto con las nuevas características de los niños y adolescentes
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