Teachers professionalization models at the university: a comparative analysis

Abstract

Professionalization understood as a process of teacher development is studied by diverse authors from different points of view based on their analysis perspective. This article is aimed at comparing the professionalization models based on a bibliographic study of specialized sources. Analysis-synthesis, comparison and generalization methods are used to analyze the two most frequently used models: the Class Analysis Device, which is focused on the use of primary information generated by the recording of classes to develop retrospective and reconstructive analysis processes as main actions for teacher preparation and educational improvement. The second model, Advanced Education, that is centered on professionalization through improvement and training as generators of general professional culture, encompassing all spheres of teachers’ actions. Considering the distinctive characteristics of each model and the comparative analyses carried out, it is concluded that the use of each model depends on the particular objective identified. However, a combination of both allows getting a hybrid model that reaches the formation of the required teachers’ general culture and the development of more specific skills for the enhancement of their performance in the classroom. A common edge of both is the development of teachers’ investigative style as a purpose of the professionalization process as a mode for continuous improvement and professional self-development.