ABSTRACT
This article presents a descriptive interpretive study of teachers' subjective theories that they bring to the teacher education process and of their relationship with educational practices. Using a qualitative methodology, interviews were applied and an in depth group discussion for twelve teachers of a basic municipal school, of a community in the Atacama's region, Chile. The teachers' education is explained principally using subjective theories that consider biographical experiences that occurred before, during, and later in the initial formation, as important sources of learning for the profession and that devalue the impact of the learning of semantic knowledge. Highlighted is a subjective theory that orientates the formative action from the subjective sense given to the formation, profession and teaching. In the discussion the impact of these subjective theories on the teachers' education is analyzed, considering the content, structure and explanatory capacity.
KEYWORDS
teacher education; to know pedagogically; subjectivity; basic education; teaching profession
