The return of the prodigal son: Beliefs and opinions of Teacher Centers’ ex–advisors about “schools and education” after returning to schools

Resumen

The research project that is partially presented in this paper sought to increase our knowledge about the ways in which the cultural capital gained by agents of external support to schools in Teachers’ Centers (CEP) is perceived, dealt with and transformed once they go back to their teaching duties in primary and secondary schools. Field work consisted of in-depth interviews to twelve ex – agents of external support, covering their auto-biographical experience, beliefs, views and conceptions on five broad issues: education/teaching, school as an organization, educational administration, relationship with fellow teachers in schools, and relationships with students and parents. The aim was to ascertain if it was in fact warranted to talk about a cultural capital acquired in Teachers’ Centers (CEP), and to what extent such stock of learning and experience had shaped or even radically change the views and beliefs held by the participating subjects