Representaciones sobre la co-formación en la residencia pedagógica en institutos de educación superior en el noroeste argentino

Abstract

This article presents the initial results of a research project entitled "The Role of the Co-Trainer Teacher in the Residency of 4th-Year Primary Education Students at Two Higher Education Institutes in the Provinces of Jujuy and Salta" conducted by the Catholic University of Salta, Argentina. The general objective of this article is to investigate the role of the co-trainer teacher in the pedagogical residency of 4th-year Primary Education Students in teacher training colleges. Regarding the chosen methodology, this research presents a qualitative, exploratory-descriptive approach with a non-experimental design. The main purpose of this article is to present the results, on the one hand, of the development of the state of the art based on the existing literature on the subject and, on the other hand, of the approach and entry into the field with open individual interviews, where this type of interview "has no script; it is organized as the interviewees progressively gain knowledge of the subject" (Cifuentes Gil, 2000, p. 85). The results show the relevance of the role of the co-trainer teacher, based on situated mentoring and the teaching of practical knowledge to students in line with the theoretical frameworks learned in Initial Teacher Training. It is also evident that co-training processes emerge and are sustained through collaborative work within the pedagogical residency frameworks and the strengthening of institutional ties.