How we university professors learn. Implications for teacher training

This paper builds on a coordinated research project on how teachers learn, its educational implications and the challenges of addressing social change. From a position based on inclusive research and the use of visual and narrative methods, 65 cartographies were created on the scenarios or learning contexts of infant, primary, secondary and higher education (in this case the researchers of the project) teachers. The explanations and reflections on the cartographies carried out were also shared, giving an account of the transits and learning experiences. In this article, we present the results and conclusions on how higher education teachers learn, focusing on the authors of this text. We highlight the possibilities of cartographic experiences for educational research and the consideration that teachers' learning takes place not only in formal and institutional contexts, but throughout life. We draw conclusions on the characteristics of the learning of today's teachers and on the importance of considering their contextual, biographical, embodied and socio-affective character in the initial and in-service professional development of teachers. We also advance some implications for rethinking teachers' professional development by considering the relationships between life experiences and learning, the importance of connecting educational institutions with society, reflection on educational practice, and the main educational challenges. All this with the aim of promoting the transformation of educational institutions into more meaningful learning places.