The challenges of teacher training: origin and validity

Abstract

The training of teachers in the country is a priority, due to the importance of the education of the new
generations. For this reason, it is relevant to interpret the formative process in terms of the challenges it
faces from its origins to the present, a problem under debate. This article arises as part of the investigation:
Pedagogy in teacher training in the four recent reforms of educación normal; developed with a qualitative
methodology with the hermeneutic hospitality of Ricoeur, where the dialogue was the mediation for the
understanding of reality and theory. Among the findings, we recognize the complexity that training represents
in troubled times, due to the vertiginous changes that we experience daily in the different spheres of
society and their implications in the training processes. In its polysemy lies the possibility to guide teacher
training in the chronotope.