The Permanent Training of University Teachers for the Achievement of aPedagogical Professional Culture

Abstract

This work investigates and interprets the process of permanent professional training of university teachers, which suggests an epistemic and praxiological assessment that encourages recognition and validity in university transformation. The proposals and training strategies of university teachers from the perspective of a training that theorists have called permanent is not guaranteed only through their initial training, but must continue from their own professional activity in the educational context, and be in correspondence with the needs of the society in which it operates. This process of permanent professional training of university teachers helps to eliminate the epistemological and praxiological barriers of the process of permanent training and contributes to the achievement of a pedagogical professional culture.