Continuous teacher training from the perspective of public policies

a critical look

Abstract

This article seeks to problematize the continuous training of teachers as public policy. In order to reach this objective, a historical analysis is carried out, aiming at exposing the different trends that marked the public policies for the continuous training of teachers, in this course, the different notions under the knowledge of the training, its application, methodologies and evaluation and the role of the teacher in each of these stages. Finally, a prospective outline is made of the ideas that could mark a trend in the continuing education of teachers in the coming years. It is expected with this article to contribute to the promotion of the debate on this subject.

Realidad: Revista de Ciencias Sociales y Humanidades No. 156, 2020: 193-208