[en] This article handles the formative reality of the teachers from the point of view of schools, considering them as organizations who, themselves, learn. The first part of this collaboration establishes the changes that the school has experienced along the last fifteen years in Spain and the consequences of an ontological, epistemological and theological category which has meant the normal development of the pedagogic Sciences. The new paths point towards an educational institution which walks to self-management approaches. A second idea that is studied in this article is referred to the new guidelines that the educational institution follows in the process of change into an organization which really learns itself; firstly, the own school reality is orientated to the development of information, which takes its form in the teachers' personal experiences, and in their dialogues, and which considers learning as an interpretation of events; secondly, we refer to the collaborative commitment to bring up to date the CLirricular design; thirdly, stage we come to the changeable intentions as the true reference rules which put in order the teachers' guidance in their teaching performance and, simultaneously, they bring up innovation; to end it up, this last moment refers to the responsible activity of teachers moving from the desire of improvement and the reserve to the unknown consequences of that improvement. At the end we speak about the new concepts emerging from the teacher training, paying attention to schools as organizational realities, and the problems deviations, produced in the training centre -where teachers courses are imparted-, provide to their formation, as a consequence of using them as spread of the educational policy, leaving on a second term their educational activity ? la carte.

[fr] R?SUME: Dans cet article on aborde la r?alit? formative du professorat dvi point de vue des ?coles, des organizations elles-m?mes qui apprennent. D'un premier c?t?, la collaboration nous pose les ?changes que l'?cole a exp?riment?e dans les derniers quinze ans en Espagne et les consequences d'ordre ontologique, ?pist?mologique et th?ologique que cela a repr?sent? pour le normal d?veloppement des Sciences p?dagogiques. Les nouveaux ?changes se dirigent ? une institution ?ducative qui marche vers des fa?ons autogestionnaire. Le deuxi?me sujet que cet article traite ce sont les nouveaux lignes que l'institution ?ducative suit dans ce proc?s dans lequel est l'organization elle-m?me qui apprend; premi?rement, on peut dire que la r?alit? du centre ?colier se dirige ? l'expansion de l'information, que s'est concr?tis? par les diff?rents v?cus du profesorat, par ses dialogues et qui reconna?t l'apprentissage comme l'interpr?tation des ?v?nements; deuxi?mement on fait allusion au engagement de collaboration des professeurs pour actualiser le programme; dans une troisi?me ?tape nous recoudrons aux intentions mutables comme les vrais normes de r?f?rence qui ordonnent l'orientation du profesorat dans sa fonction d'enseignement et, au m?me temps, elles produisent innovation; finalement, dans une quatri?me phase on parle de cette activit? responsable du corps enseignant qui varie entre le d?sire de am?liorer et le retraite devant les consequences inconnues de cette am?lioration. Enfin, nous parlons des nouveaux concepts ?tablis dans la formation du profesorat, attendu que les ?coles sont des r?alit?s organizatrices et que les probl?mes que les d?viations qu'ont ?t? produit dans les centres des professeurs am?nent ? sa formation, ? la suite de son utilisation comme des diffuseurs d'une politique ?ducative, en laissant ? l'arri?re-plan son activit? formative ? la carte.