TEACHER TRAINING POLICIES IN COLOMBIA (1994 - 2014). THE CASE OF MONTERIA

The objective of this research is to analyze the contributions of teacher training policies developed at the national and territorial levels between 1994 and 2015 in the pedagogical practices of teachers in the case of Monteria, in order to propose guidelines for their strengthening. In order to achieve the above objective, a qualitative methodology based on content analysis is used, making use of the structured interview as a data collection instrument. As for the theoretical part, the concept of Teacher Training Policies is deepened, taking into account the categories of dissemination, knowledge, Relevance, Quality and Equity; as well as the concept of Pedagogical Practices, taking into account Disciplinary Training, Didactics, Training in Evaluation and Training in Research. Based on the results of this research, it can therefore be stated that teacher training must be a fundamental factor in the country's education policies, since it is directly related to the factor of educational quality, which today is promoted so much in the educational sphere. In spite of this, in Colombia, and in the particular case of Monteria, there is a lack of a contextualized and updated teacher training system that evidences contributions to teachers' pedagogical practices.