Las fuentes del saber docente, límites y posibilidades en la formación profesional del maestro

Abstract

The purpose of this study was to discover the sources of the teachers´ knowledge and the impact of this finding about their considerations as professionals. We wanted

to search, in the own voices of educators, the clues of the profession, knowledge and the condition of the work. We employed life histories and autobiographies as

means of data collection in the context of formal education and school culture, and also opting through phenomenal revision in qualitative involvement. Diverse

ethnological means were used (open interviews, data transcription, coding, analysis through Atlas-Ti) to expand grounds to contrast experiential sources (life of

teachers as learner, university training), institutionalized (work life influence), the proper teaching field and personal life. Then, we defined dimensions and

categories, registering important trends, and showing the predominance of one source over the others.