Learning in teachers and how teachers integrate their acquired knowledge into classroom practices.

Abstract

The purpose of this article is to study how the teacher training is carried out and, subsequently, how teachers integrate their acquired knowledge into classroom practices. It is part of a wider investigation that is focused on continuous teacher training and pedagogic practice as a case study. The main participants are lady teachers from the Chilean public school system. This study does not intend to be a cognitive analysis, but rather to provide a certain level of knowledge and understanding regarding the reality and experiences that teachers face in classrooms. The teacher training mentioned in this study originates from data collected from in depth interviews; they were analyzed using Glasser and Strauss' Constant Comparative Method. Teachers systematize their learning as a tool, a theory and an instrumental conception. What they take from the theory is what allows the instrumental development
of the lesson.