RESUMENEsta investigación se planteó como objetivo central desentrañar el/los modelo(s) de ciencia(s) y los modelos de praxis que subyacen en los procesos de formación de los profesionales de pedagogía de un centro de estudios de nivel superior a fin de dar cuenta de los modelos profesionales vigentes y establecer eventuales relaciones entre estos modelos teóricos y los modelos prácticos, mediante una metodología de carácter cualitativo-interpretativa. Los resultados evidenciaron una relativa convivencia entre los modelos profesionales de referencia cognitivo y constructivista, avalada en un cambio paradigmático que se desplaza desde el positivismo al interpretativo.
FORMACiÓN DE DOCENTES -PROFESiONALiZACiÓN -DOCENTES -ENSEÑANZA SUPERiORABSTRACT THE PROFESSiONAL MODEL OF REFERENCE iN iNiTiAL TEACHER TRAiNiNG. This investigation arose as a central objective to unravel the / those model (s) of science and the praxiological models that underlie the training processes of education professionals from a center of higher education studies in order to take into account current professional models and establish possible relationships between these theoretical models and practical models, using a qualitative and interpretative methodology. The results showed that there is a relative coexistence between professional models with a cognitive and constructivist reference point, endorsed by a paradigm shift that moves from positivism to interpretation. TEACHERS EDUCATiON -PROFiSSiONALiZATiON -TEACHERS -HiGHER EDUCATiON
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