The teacher training process in a Normal Public School of the State of Mexico: A look from the experience of a group of graduates

Abstract

This article contributes to the generation of science by offering a new perspective on teacher training, based on the experiences of a group of graduates of a public normal school in the State of Mexico. This study not only compiles the successes that the graduates identify as positive in the training process, but also points out areas of opportunity to improve teacher training. In addition, it explores how these graduates perceive their professional reality in the current context, thus providing a renewed vision of the challenges and opportunities in the educational field. This comprehensive perspective allows for a deeper analysis of the effectiveness of training methods and their impact on teaching practice, emphasizing once again that real-life experiences are important for the constant improvement of teacher training, enriching the discussion on the evolution of education in Science and Technology. The article offers a detailed understanding of how the individual experiences of these graduates reflect or contrast with the teacher training process they lived through. Through the analysis of their stories, the article allows for a broader comparison with others between the experience of the training processes that each graduate had, facilitating the identification of common patterns and significant differences. This approach allows for a deep analysis of the reality experienced by each graduate, revealing both the strengths and the areas of opportunity in teacher training, and contributes to a richer and more nuanced vision of educational dynamics, in addition to serving the normal education institution as a dialectical enrichment to contrast its successes and possible failures. The experience of teacher training reveals that most graduates (8 out of 25) rated their process as "regular", highlighting a common lack of teaching tools and strategies on the part of teachers. This suggests the need to improve the pedagogical and didactic preparation of educational personnel and provide adequate resources to future educators. However, 15 graduates positively valued the support received during their training and expressed interest in delving deeper into the discipline of History. Despite recognizing a gap between theory and its practical application, students highlighted the quality of the support received, especially in the graduation and job placement phase. Research shows that 88% of graduates are satisfied with their training, although they suggest improvements in disciplinary specialization and in the use of teaching resources. Currently, 20 of 25 graduates have teaching positions, while 2 are looking for employment for reasons unrelated to the training process.