Genealogical analysis of teacher formation between the 1920s to 1980s in Colombia

Abstract

This research aims to analyze the concept of teacher formation in Colombia between 1920 and 1980. The study focuses on understanding the historical development and challenges faced by teacher formation during this period. The research adopts a qualitative approach with a historical-documentary focus and a descriptive design. It involves a comprehensive review of relevant historical and documentary sources, such as books, research articles, and public policies. The data collected is analyzed using document analysis through different matrixes to gain an in-depth understanding of the topic. The findings reveal scattered insights and varied trends, indicating a lack of consensus on key terms and topics related to teacher formation. The research categorizes the concepts surrounding teacher formation into Education, Pedagogy, Teacher Formation, and Identity, with an emergent category of Culture. The study emphasizes the importance of innovative approaches, research, and reflection for transformative teacher identities and professional development. The research provides practical guidance and recommendations for policymakers, practitioners, and stakeholders in the field of education. By contributing to the existing body of knowledge, the study aims to foster positive change and improve teacher formation in Colombia.