Formación del profesorado a través de las prácticas profesionalizadoras

Georgina París Mañas

Research output: Contribution to journalArticleResearchpeer-review


The present theoretical review attempts to explore the duality of teacher profiles when the teacher intervenes in a context of initial and regulated training as a teacher, or conversely when he acts in a work context as a trainer. Although both profiles share similar features, capacities and competences, it should be noted that the training processes for their professionalization present notable differences. While teachers have prescriptive training that responds to competency models certified by the respective quality agencies, and there are also a significant number of initiatives that promote innovative experiences to improve professionalizing practices of their performance, trainers of the labor system face more austere conditions. The diversity that is maintained throughout Europe in terms of initial training for employment professionals makes it difficult to obtain a single reference. Defining their profiles and professional skills would improve their professional identity, while allowing progress in more professionalizing devices and training modalities.
Original languageSpanish
Pages (from-to)0007-13
Number of pages7
JournalCLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education
Issue number2
Publication statusPublished - 2020


  • Profesor
  • Profesionalización
  • Formación inicial
  • Formación para el empleo
  • Teacher
  • Trainer
  • Professionalization
  • Initial training
  • Employment training
  • Professor
  • Formador
  • Professionalització
  • Formació inicial
  • Formació per a l'ocupació

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