The Implications and conditions of submerged and emerged teaching in the training of trainers. A formative experience
Vol. 5 No. 1 (2023), Artículos
Vol. 5 No. 1 (2023)

The Implications and conditions of submerged and emerged teaching in the training of trainers. A formative experience: Una experiencia formativa

Artículos
https://doi.org/10.17811/ria.5.1.2023.33-39
Published 2023-10-09
Daniela Patricia Martínez Hernández
Docente de Educación Superior
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Keywords

formación de formadores
educacion de adultos teacher training Entrainement des entraineurs acompanhamento de graduados

How to Cite

Martínez Hernández, D. P. (2023). The Implications and conditions of submerged and emerged teaching in the training of trainers. A formative experience: Una experiencia formativa . Riaices, 5(1), 33–39. https://doi.org/10.17811/ria.5.1.2023.33-39
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Abstract

Summary: The present investigation arises from the transdisciplinary approach of reading reality, where it was found that the traits related to autonomy, emotionality and self-awareness are essential in the formation of countries in Asia and Europe. However, the question arose: How are they promoted and conceived in the reality of our country to be implemented?

This question led to the questioning of seven teachers from a Normal School in Guanajuato, holders of a course where it was found that there is a diminished discursive tendency towards their promotion. An investigation referred to the case study and an interview applied to 10 students of the same degree and five methodological advisory professors were undertaken to triangulate information and answer the research question posed: What are the conceptions and training experiences around the traits of the subject related to emotionality, autonomy and self-awareness?

It was found that there is an emerging teaching that determines the conceptions and experiences and that the submerged factor is the discourses and the significance of the experiences, in addition, that the conceptions are permeated by theoretical positions that represent dialogic experiences in the significance of the teacher and the student, made more complex by the level and function for which it is formed.

https://doi.org/10.17811/ria.5.1.2023.33-39
PDF (Español (España))

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