Desafíos para la enseñanza y el aprendizaje en las prácticas progresivas en la formación de profesores. Una aproximación cualitativa en una universidad chilena

Teacher training is at the center of public policies aimed at generating quality education opportunities for children. A fundamental aspect in Chile is the monitoring of university education through the compulsory accreditation mechanism of pedagogical careers. Another important aspect is the incorporation of students in an early and progressive way to school educational centers. This scenario, organized by universities and educational establishments, stresses the student's habitual learning dynamics and places it in a transitional space, which is not always clear to the actors involved. It was inquired about how students, teacher guides and supervisors represent the training experiences through a qualitative approach. 11 teacher guides, 2 supervisors and 21 teacher students of a private university were interviewed. These were recorded in audio, transcribed and analyzed by Grounded theory, assisted with the Atlas Ti software. The results allow to describe a strong emphasis on the value of doing over reflection does not seem to be guided from a clear learning approach. It is argued that although public policy guidelines lead to an earlier link between teachers in training with the educational reality, the questions about what teaches and who are not clear and do not reach an adequate integration between the educational institutions responsible for generating favorable opportunities for quality interactions for the performance of the future teachers.