Abstract

ARGNANI, Agustina. STORIES OF PEDAGOGICAL EXPERIENCES IN TEACHER TRAINING FOR PRIMARY EDUCATION: PROPOSALS, CHALLENGES AND TENSIONS FROM A CASE. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2020, vol.29, n.58, pp.309-325.  Epub Dec 15, 2020. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2020.v29.n58.p309-325.

This article offers some reflections on the peculiarities, contributions and limitations of (auto)biographical and narrative research in the initial teacher training. Specifically, it approaches teaching strategies that promote the writing of stories of the pedagogical experiences that the students of a Primary Level Teacher in the Province of Buenos Aires, Argentina, experience in co-training schools. To do this, in my doctoral thesis, I conducted a case using tools of narrative research and ethnographic approach. The reconstruction of the strategies that the teacher implement with the purpose of accompanying and evaluating the students, allowed me to build thematic nucleus that, far from trying to model what happens or what should happen in the practices, allow us to understand and interpret some indications about the pedagogical and didactic proposals, the challenges and tensions that teachers face, and the senses they build around their own teaching practices and narrative writing in teacher training for basic education.

Keywords : Teacher training; Pedagogical narratives; (Auto)biographical-narrative research; Primary school.

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