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This paper presents some results derived from a research on the processes oftraining teachers at Fundacion Universitaria Monserrate in Bogota city. Theseresults answer the following questions: How the representations of pedagogicalpractices of professors that participate in teachers training processes aremediated by diverse elements and discourses, based on Colombian educationpolicy and the regulatory framework that establishes the guidelines for highereducation quality in terms of teacher training?; How these representations risetensions with elements that articulate the relationship between practice, reflectionand research as a way of producing pedagogical knowledge, this aspect iscalled pedagogical praxis?

Representaciones de praxis pedagógica en el marco de los procesos de formación docente. Caso Unimonserrate-Colombia