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Abstract

The article deals with certain problems that constitute a motive for reflection about the initial teacher education of primary level teachers: the relationships between theory and practice, the choice between culturalist or professional plans, the academic and social status of Initial Teacher Education Centres and of their students, and the administrative and academic gulf between initial teachers education and the work which really is done in infant and primary schools. Although the reflections we discuss arose from the area of knowledge of Mathematics Education, we believe that the ideas and conclusions are transferable to other areas of knowledge, and to the general framework of the initial professional education of our Primary teachers