Know, know to do, know to be a teacher

Abstract

The Master of initial teacher training of secondary school in Spain is a space and an exceptional time to experience and generate educational synergies that are transferred beyond it. An opportunity to put into practice coherent and consistent training processes with the academic postulates that insistently educational research communicates to us as valid, useful, alive but not always applied in the classroom or with students. The theoretical methodological perspective of this article develops the reflexive practice in the initial formation of the job of teaching in the secondary stage through a qualitative paradigm of educational research through the History of Life, among other instruments and oriented with practices of educational coaching. It focuses on the teaching of future professionals of Social Sciences proposing situations that deepen the competence of self-reflection and shared dialogue between equals, that allow to develop empathic concern, interest and knowledge of more ways to teach and learn that those who already had lived to produce its teaching model. It is concluded that although the tasks are expensive in time and personal involvement. The goodness of the implementation of these favors a reflexive attitude that helps the teachers to make explicit the fundamentals that guide their way of perceiving and interpreting the teaching-learning process and will give them flexibility in the face of contradictions or unforeseen events in their future career.