Conceptions around teacher education. The case of the Universidad Autónoma de San Luis Potosí

Abstract

This research describes the axes of rationality about teaching practices which permeates pedagogical practice in university classrooms, those involving the same framework upon which rests the transition to the new educational model aims and competency training of Higher Education reforms in Mexico. The goal was to explore theories about teaching teachers attributed, through an exploratory mixed study with 172 university professors; an attributional questionnaire was used plus a group of free response reagents. Findings showed a preference for expressive and interpretive theories over dependent and productive ones, which evidenced a more progressive than conservative thought.