Learning to be a teacher from professional practices: The paths of teaching and learning to teach

Abstract

This paper presents the results of an ongoing research
on professional practices in initial teacher training of
two normal students at an Indigenous Preschool
Education Center (CEPI).
In the body of work, he realizes how normalistic
students assume the responsibility of a school group;
in addition to dealing with various problems in the
classroom, experience changes in attitudes and
tensions in the group, these situations allow them to
build new knowledge of the teaching profession, along
with it, during the interaction in the classroom
experience a gradual adaptation to the school culture
that prevails in schools of practice.
The research findings reveal that learning the trade in
the development of professional practices becomes a
process of complex nature, challenges and challenges
that are experienced in various facets inside and
outside the classroom during their stay with a group of
children.