Continuous teacher training in Latin America: a comparative study (Original)

Abstract

The topic of teacher training has been addressed by various researchers, as it is crucial to the quality of the educational process. This research conducts a historical –comparative study of continuous teacher training in Latin-American countries. It undertakes the task of systematizing Latin-American theoretical perspectives and experiences to create a framework for developing new proposals. The scientific problem is to identify the Latin- American theoretical perspectives and experiences in continuous teacher training. Therefore, the objective is to determine the theoretical and practical references for continuous teacher training that can serve as the basis for new scientific researches that allow for a critical reflection on educational realities. It is identified as a qualitative research project, characterized by addressing the scientific problem from a critical-social epistemological perspective, integrating quantitative and qualitative methods during systematization, to transform reality starting from the location, selection, and content analysis of published sources identified in registered Google Scholar databases. The study confirms that initiatives and practical experiences in Latin America contain important theoretical and methodological references that analyze trends and patterns present in educational systems and they promote a more comprehensive and contextualized approach to student training.