La Formación Docente Como Cultura Profesional: Una Revisión de Enfoques, Tensiones y Horizontes en América Latina

The article addressed the initial training of teachers in Latin America from the perspective of professional culture, understood as a web of meanings, practices, and values that characterize the teaching profession. The object of study is situated in the field of education, specifically in teacher training, educational policy, and professional development, where the recurring problem is the reduction of training to technical and standardized procedures. The objective was to critically analyze the theoretical approaches, normative tensions, and new challenges that defined the initial and ongoing training of teachers in the region. The constant problem is that teacher training tends to be reduced to techniques and recipes, undermining the autonomy and professional knowledge of pedagogical work; it was found that these orientations promote managerial control over critical reflection and teachers’ social commitment. It argues for the need to build an ethical, socially responsible profession capable of transforming Latin American educational reality, focusing on the disconnect between theory, practice, and society in current training models, as well as on the absence of human, affective, and inclusive dimensions in teaching. The review provides a comprehensive view of teacher education as a complex, historically situated process.