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Vol. 8, No. 2, 2006
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Current Importance and New Challenges
of the Permanent Teacher Training
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Francisco Imbernón Muñoz
fimbernon@ub.edu
Departamento de Didáctica y Organización Educativa
Universidad de Barcelona
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Facultat de Pedagogia
Campus Mundet
Edifici Llevant - 2a planta
Passeig de la Vall d'Hebron, 171
08035 Barcelona, España
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Abstract in English, full text in Spanish
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Abstract
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During the last years of the 20th Century, the teachers’ training has been one of the fields of education area that most commonly has been included in texts and institutional practices. The teacher’s training field, although has some conceptual confusions and great amount of literature unknown to our context, allows some doubts about facts that were immovable for a long period of time or that became stagnant in some kind of institutional inertia, and on the other side, it empowers new elements to appear, in order to act as hidden and driving forces for a change of teachers education. If we add that all of that is set in a context where the action-research and the rational practice (with the incorporation of some reflections of critical rationality) assume importance, it could be affirmed that the conditions for a change in the formation are being given.
Key words: Permanent teacher education, in-school teacher education.
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