Philosophy in teacher training from the representations of the student body

Abstract

This work aims to present the representations of student teachers of a Higher Institute for Teacher Training about the place of philosophy in teacher training and to put them in tension both with the pedagogical practices in which teachers and students are involved as with the own conceptions of the teachers who design these practices. Methodologically it refers to a qualitative research of a descriptive exploratory type, designed based on the case study. Among the results, it stands out that the student body considers philosophy as a fundamental subject for teacher training, not only because of the processes of reflection and questioning that it enables, but also because it is an emancipating and liberating practice that allows for personal transformation. It is concluded that these representations are nourished by the pedagogical practices promoted in the classes from the design of proposals based on particular conceptions about philosophy, its teaching and its place in teacher training.