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. This paper is based on a series of post-lesson interviews, conducted with 25 student teachers following a one-year postgraduate course within two well-established school-based partnerships of initial teacher training. Its focus is on the approaches that the student teachers take to their own learning. Four interviews, conducted with each student teacher over the course of the year, explored their thinking in relation to planning, conducting and evaluating an observed lesson, and their reflections on the learning that informed, or resulted from, that lesson. The findings suggest that while the student teachers all learn from experience, the nature and extent of that learning varies considerably within a number of different dimensions. We argue that understanding the range of approaches that student teachers take to professional learning will leave teacher educators better equipped to help ensure that new entrants to the profession are both competent teachers and competent professional learners. (Furlong, 2001, 281)
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.
The process of professional training of teachers required to provoke reflection on and practice in concrete situations and complex life of the classroom, the center and the educational community where the teacher involved. The reconstruction of practical knowledge, professional skills and personal systems of interpretation and action, requires teachers to review and challenge the same images, ideas and practices that have acquired throughout their personal and professional life and practice activity in their daily ...