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This study is an exploratory review about teaching practices at Argentinean public universities published between 2010 and 2019. The sample was constituted by 20 papers. The methodology was qualitative based on content analysis in three axes: work methodology, teaching practices description and characterization of the public university. The results showed a predominance of qualitative methodology, in particular of narrative approach. The aim of studies was teaching practices themselves in most of the papers, followed by directly related issues and, finally, in a few papers teaching practices were part of the aim of the study. Almost all of the papers collected data on public universities, but only a small number included the analysis of the university context in their studies. The results are discussed based on the particularities of university education in the local context. [ABSTRACT FROM AUTHOR]

The problems linked to the training trajectories of those who enter the university are not limited to social issues, personal history or the mere transition between levels, but have strong institutional conditioning factors. This paper questions the devices that national universities have designed to regulate access to the level. The objective is to present a mapping of these devices in the national universities in Argentina built from a comparative perspective. A survey of institutional regulations was carried out, as well as information available on the official website of the institutions. After the construction of a systematized data matrix, trends are identified from a cross-sectional reading of the constructed map. There is a high presence of regulatory devices for admission in national universities, with variable characteristics regarding their mode of organization, curricular components, duration and planned evaluation methodology. [ABSTRACT FROM AUTHOR]

This paper results from the intersection of two research projects devoted to teacher education processes at a University in Argentina. It wonders about the role of unpaid teaching assistants, specifically in the English Teaching Education Program, in order to explore the value that pre-service teachers recognize in those experiences. Framed under qualitative research and influenced by narrative inquiry, the methodological design includes two recursive steps with focus groups, document analysis, and autoethnographic records. This study uses the resulting polyphony to produce contents that not only narrate the virtues of inhabiting intermediate spaces but also point in the direction of mentorship and guided practice as fruitful instances in the construction of the teacher self in these contexts. [ABSTRACT FROM AUTHOR]

This paper that I share arises as a result of the doctoral thesis "Teacher training in the face of digital culture. The convenient, the desirable, the possible" (2009-2014). The central thesis that supported it was to connect the voice of experts in the field of Educational Technology and teacher training, in the context of Argentine public educational policies. I write this in complex times; times of pandemic, of anguish, sadness and uncertainties. I took the impulse to share it in the face of this context that has made many changes in our daily lives. In parallel, demands, requirements and needs arose before them. I add a passionate voice to the conversation whose hashtag (#) is teacher training in times of change and uncertainties to make hear a series of conceptual constructions building in practices that allow conversation, dialogue, reflection, rethinking the trade and teacher training in our country in times of digital culture. [ABSTRACT FROM AUTHOR]