Teaching practices in the building process of professional knowledge

Abstract

This work tries to manifest the relevance and transcendence of the teaching practices in
teacher’s initial formation as an occasion for build the professional knowledge. This way of
conceive the practices and give them sense presume to bet for the formation of a future
teacher as producer and generator of new knowledge from the experiences lived in the
classroom and the developed projects based on the experimentation and research. In this
generation of knowledge, different factors and conditions take part like: the biographies
of the students, the institutional context and the easer agents. For it, practices must be
planned, tutored and the coordination between the agents who make the supervision of
this formative period must exist. Nevertheless, these are conditions that in enough occasions we do not have them.