Abstract
Understanding the continuities and transformations in Teacher Education in Argentina during the period 1985-2015 requires to simultaneously recognize two longstanding key dynamics: First, the ideological, political and pedagogical debates about who could and should be a teacher and closely linked which institution should be in charge to educate/produce good teachers in Argentina. Second, teaching as any other occupation is tensioned by multiple labor conflicts with intersecting economic, political, cultural, and social dimensions. In this chapter, we will argue that, in broad terms, these two dynamics coalesce and crystalize around the definition of the professional status of teachers and consequently in the institutions designated to educate them, the Teacher Education Programs.
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