Expectations and perceptions of teachers and teacher managers on educational policies and training processes in teacher training programs in Norte de Santander

Abstract

The article aims to show the expectations and perceptions that teachers and teacher managers have on the educational policies and training processes that have permeated the curricula and the academic intentions of teacher training programs in Colombia. The study is framed in the quantitative - descriptive approach. A licker- type survey was applied to 83 teachers and teaching directors of 23 educational institutions of five municipalities in Norte de Santander. The results show that the perceptions and expectations of educational actors focus on the need to strengthen and harmonize pedagogical knowledge with disciplinary knowledge and give new possibilities to teachers in training to interact with the contexts of pedagogical practice in a more permanent and with greater educational rigor.