La formación del docente de Educación Primaria. Reflexiones y perspectivas

Abstract

Contemporary teacher training in Mexico is conditioned by the demands of the Educational Reform of the New Mexican School, in terms of the promotion of knowledge in the new generations, which transcend to situations of the socio-educational context in which they live. This implies a critical reflection based on a self-analysis that accounts for the exercise of self-diagnosis and a self-critical awareness that implies the recognition of continuous training needs throughout professional life, in order to generate better dynamics and instruments to detonate in educational alternatives that meet the own training needs and generate better links with the educational community. Some background students on teacher training are presented, as a support for initial and continuous understanding, from which professionalization processes are triggered, in which individual and collegiate reflection is revitalized, based on the experiential knowledge that emerges in the field of the processes of how to teach to learn, in order to activate cognitive processes in students, which condition the internalization and significance of their learning, as a support for continuous training processes. Therefore, different studies on the subject have been reviewed in order to identify references in the field of initial and continuing education, which allow rethinking the organization of teacher training programs in light of the demands of today's society.