The context of this research is one in which teachers are now expected to equip their pupils with the disposition and skills for life-long learning. It is vital, therefore, that teachers themselves are learners, not only in developing their practice but also in modeling for pupils the process of continual learning. Its focus is on the approaches that the student teachers take to their own learning.
Learning is rebuilt restructuring, re described in a conscious and systematic network of representations and meanings, understanding and action, that each individual has been built over his personal history regarding their interactions in everyday settings through a long process of socialization singular. The barriers between the professional and personal level are blurred in practical life of teachers, because their decisions are not based either alone or primarily on their explicit knowledge professional but very decisive in their ways of thinking, feeling and acting in their platform of beliefs and habits, most of them implicit, unconscious, which constitute its unusual identity.
In this regard, it is suggested in this article that the training removes the border between what we know and what we are, and that is the experience-knowledge relationship opposing to traditional theory and practice and concentrating the necessary educational work. The relationship experience, knowledge is not a style of theory and practice, where you always have to wonder if the theory meets practice, or whether the theory can be applied to practice. Because experience is always linked to knowledge as in knowing from experience that you enter in the events of things to signify, or problematic, or to illuminate, and the wisdom it is to live.
Teacher's Role in the Era of Learning to Learn
Predictions about the growing importance assumed the role of learning to learn in the education of the future. Today the teachers have become and transferred to "Sage on the stage" to being the "guide on the side based on two of the most important features of modern society: the speed it has acquired significant knowledge production and, the ability to access a wealth of information.
Unlike the past, knowledge and information acquired during the period of initial training in schools or colleges does not allow people to serve for a long period of his working life. Innovation will become faster, forcing constant retraining processes throughout life. But in addition to the significant speed in the production of knowledge, there is also now accessibility to a huge amount of information and data that require us to select, organize, process information, so that we can use them on our personal growth and development.
Job of Learning
From this pair "expert-novice", the teacher's role is defined as a "cognitive companion." In the classic process of learning certain traits, the procedure used by the master is visible and observable. The teacher shows how to do things in school, however, these procedures are hidden and the teacher should be able to externalize a mental process which is usually ...