La Professional practice learned and to be learned. Amphibious mediators in teacher training

Abstract

This article aims to socialize some of the results of the research work “Professional practice learned. Professional insertion and development from the perspective of graduates” (2019-2023), focused on Initial Education and Primary Education teachers from the city of Bahía Blanca. The hypothesis is based on the assumption that professional practice learned exceeds the one that advanced students can recognize, at least discursively, when they are in the final stretch of their careers. It is understood that, with regard to professional practice, the learning built during initial training is resignified in the face of the demands of working world giving rise to the update of knowledge that was not understood as linked to it. Likewise, graduates develop and implement different subjective strategies conditioned by political and institutional contexts, to “replenish” what they consider  was  missing in the formative trajectory.

In the deployment of these strategies, it can be considered that a set of subjects who constitute amphibious mediators in the training of teachers, contribute to  professional practice learning in transitional environments, that is, in spaces between initial training and the work context.