ABSTRACT
An investigation carried out by the Academic Unit of Prorrectorado de Enseñanza of the University of the Republica (Uruguay) is presented, which sought to characterize modalities, scope and limits of pedagogical training in educational innovation experiences financed in institutional calls for competitive projects 2013 and 2014. A comparative study of cases by contrast was carried out with eight categories of analysis, based on documentary analysis and interviews. Having identified different trajectories in the processes of renewal of conceptions and teaching practices, it is concluded that the component of teacher pedagogical training is constitutive of the experiences and is configured as a tangible result of the innovations. In conclusion, that the modality of teacher self-training emerges as a very powerful mechanism for the development of practical thinking and the search for ruptures in teaching.
Keywords
Innovation; Teacher training; University teaching