Núm. 28 (2019) julio-diciembre

This research has attempted to relieve, organize, analyze and formulate specific theoretical categories in the framework of the conceptualization of teaching as reflective practice. It focuses on the use of narrative devices: autobiographies and training journals. It has started from the collection of school autobiographies and training journals carried out by the lawyers of the Faculty of Law of the University of Buenos Aires who have studied the Faculty of Legal Sciences. These productions suppose an evaluation of the teaching practice, as a space for the production of knowledge and the recognition of professors as professionals who have implicit theories and experiences that can contribute to the constitution of a systematized base of knowledge about teaching