Cuadernos Universitarios

Humanizar la formacion docente: Practicas, dispositivos y debates curriculares en tiempos de transformación.

Mariela Capaldo — Fri, 13 Mar 2026 10:56:28 -0300

Autoethnographic experience in teacher training: influence and transformation of practice and residency in Educational Sciences

Fabian Guillermo Galan Peñalva — Fri, 13 Mar 2026 10:52:32 -0300

This article is based on an autoethnographic narrative that allows for the reconstruction of my personal biography, a return to my origins, with the intention of weaving it together with my teaching role and the development of a practicum and residency proposal for future teachers in Educational Sciences. The model is permeated by autoethnography as a methodological approach that, according to Aguirre and Porta (2019), enables us to engage in a reflective process that allows us to think about ourselves and others based on our own actions and decisions, within a framework of contexts and relationships with others.

The proposed course for 2024 arises from a reflective process as a teacher, based on recalling the experiences lived, felt, and learned with my grandparents during my childhood, adolescence, and youth. These lived experiences gave rise to knowledge that was constructed and that still endures today. These experiences emerge in an autoethnographic narrative, where not only is there an affective and heartfelt relationship with those others, my grandparents, evident, but also what remained, what I learned with them and which became part of my personal and professional identity as a teacher.

Teaching Practices in Nursery Schools. Planning Play-Based Learning Environments for Holistic Child Development. The Experience of the Barquito de Papel Nursery School

María Josefina Morello, Andrea Belén Lamas, Daniela Belén Cortez — Fri, 06 Mar 2026 15:32:45 -0300

This article examines teaching practices in nursery schools through the analysis of the planning of play-based learning environments as a tool to promote children's holistic development. From a situated perspective, it explores the experience of the “Barquito de Papel” Nursery School (Salta), focusing on the meanings teachers assign to their pedagogical role, daily planning, and the creation of playful and artistic environments. Using a qualitative methodology based on interviews, emerging categories were identified, related to the teaching role, flexible planning, the intentionality of play, the reconfiguration of educational spaces, and professional development. The findings reveal a conception of the nursery school as an educational space nurtured by bonds, tenderness, and creativity, where play is not only recognized as the structuring axis of teaching but also as a condition for learning in early childhood. Furthermore, the value of play-based learning environments is highlighted as pedagogical devices capable of articulating planning with the cognitive, emotional, motor, aesthetic, and social dimensions of child development. Finally, the article underscores the need to expand spaces for training and collective reflection on early childhood education practices, revaluing the specificity of teaching work in contexts of care, upbringing, and education.

Teaching residency as a space for teacher development: reflection and the reconstruction of pedagogical discourse

Cristina Monti — Fri, 13 Mar 2026 10:49:39 -0300

The course "Practice and Residency in Educational Institutions", included in the current Curriculum Design (approved by Resolutions No. 306/99-CD and No. 736/99-CD), is offered in the fourth year of the Teacher Education Program in Educational Sciences. It belongs to Area IV: "Theory and Technique of General Frameworks for Educational Intervention", and its learning objectives are: (a) to understand the theoretical frameworks that underpin educational intervention, its possible approaches and conditions; and (b) to develop the ability to use various tools considered essential for any educational intervention. The course adopts a theoretical-practical approach, runs throughout the academic year, and includes a total of 144 hours (six hours per week). It contributes significantly to the professional profile of graduates in the Teacher Education Program in Educational Sciences.

Each year, as students progress through the Practice and Residency in Educational Institutions course, we accumulate a shared body of knowledge, emerging issues, and areas of interest for research that evolve into new or renewed topics related to teaching and learning in teacher education. In this article, we aim to highlight certain aspects of this daily work, which continuously invites us to revisit concepts, expand ideas, and integrate new insights that temporarily illuminate the formative journey undertaken by students in the Educational Sciences program at the Faculty of Humanities (UNNE).

Hybrid teaching scenarios for the critical integration of ICT in Literature teaching: The communicative classroom in focus

Fernando Agustin Santiago FLORES, Lucas Hernan Rigoni, Pablo David Ortega — Fri, 06 Mar 2026 15:41:21 -0300

We analyze the convergence between ICT and didactic knowledge in university teaching, focused on university teacher training courses. On this occasion, we focus on the exploration of the didactic reasoning underlying the configuration of training devices with ICT in a subject linked to the curricular area of professional intervention of a teacher, observing how these tools change the dynamics of the classroom and the strategies of teaching. We adjust this analysis to the integration of ICT in a specific training device and its impact on didactic reasoning through TPACK. In the methodology, we use a case study based on interviews, non-participant observations and analysis of professional documents. The results show that ICT can transform teaching when combined with participatory teaching strategies. We identified tensions between teaching generations: experienced teachers tend to delegate the use of ICT to younger ones, revealing the importance of a collaborative approach. In the conclusions, we highlight the need to modify teaching models to prevent technology from becoming an overload and encourage its innovative use. The study advocates for a critical and dynamic integration of ICT in the context of teacher training.

La narrativa pedagógica como espacio enunciación epistémico en la formación docente de técnicos/as

Melania Sol Maidana, Luordes Agustina Macchias — Fri, 06 Mar 2026 15:45:37 -0300

We reflect on the construction of a locus of epistemic enunciation configured in the textual production of first-year teacher training technicians in the University Teaching in Disciplinary Fields program, according to their foundation degree program, at the Catholic University of Salta. In the Academic Reading and Writing Workshop, we promote a writing process that combines a triple articulation: the discursive self-representation of teacher training technicians, the configuration of a locus of enunciation as participants in a discursive culture, and academic writing as a practice of textualizing the proposal, anchored in a particular genre: pedagogical narrative.

Writing becomes a site for reflection and contains great epistemic potential, subjecting students to agency and taking center stage in academic discourse based on the investigation of their own educational and training trajectories. This results in a specific type of textual production in which they review their training in favor of building professional knowledge and a comprehensive pedagogical positioning intrinsic to their careers as technicians.

Notes and reflections for further thinking about teaching practices in hybrid environments

Alberto Ramiro Quiroga, Marcelo Gastón Jorge Navarro, Pérez Miguel Alfredo — Fri, 06 Mar 2026 15:46:35 -0300

The post-pandemic context represents an opportunity to rethink teaching practices through the use of currently available digital environments and tools, which are reshaping the traditional ways of understanding higher education. Within this framework, the Catholic University of Salta has incorporated the use of videoconferencing rooms and hybrid classrooms into its pedagogical model, aiming to enrich the educational offerings across its various on-campus degree programs. This paper reflects on the challenges and potential of these devices, drawing on theoretical and interpretative contributions that form part of the conceptual framework of an ongoing research study. It revisits key ideas from approaches such as constructivism and connectivism, analyzing how these tools can foster active, collaborative, and meaningful teaching strategies, while also integrating the didactic dimension for the design of situated and innovative proposals. These environments are understood as spaces of interaction, production, and pedagogical mediation, where the teaching role needs to be redefined. Finally, the importance of continuing to critically examine teaching practices is emphasized, in order to strengthen hybrid models that respond to the contemporary demands of university education and promote the development of critical-thinking students

Los The Integration, Research and Practice Workshops as Spaces of Articulation in Teacher Education: Reflexivity and Challenges

Fri, 06 Mar 2026 15:55:49 -0300

This article is part of a research project that investigates teacher training processes from a situated and reflexive perspective. It focuses on the analysis of the Integration, Research, and Practice Workshops in the Teaching and Bachelor's Degree in Early Childhood Education programs at the Faculty of Humanities of the UNNE (National University of Navarre). These workshops, which are a common core from the first to the third year of the Teaching and Bachelor's Degree in Early Childhood Education programs and specifically in the fourth year of the Teacher Training Program, constitute key curricular spaces for the articulation of theory and practice, promoting training experiences through contact with real institutions, participant observation, narrative writing, and research. Through the analysis of student experiences, we explore processes of subjective transformation, the revision of imaginaries about childhood, and the redefinition of teaching practice. We also identify tensions and challenges in the institutional implementation of these training mechanisms. We revisit the pedagogical value of narratives as tools for self-knowledge and the production of teaching knowledge, sustained by an ethic of reflexivity.

Teachers as creators of digital materials: New teaching practices. On Microlearning, Nano content, and learning capsules presented in training sessions for faculty at the Catholic University of Salta.

María Sofía Schirado, María Micaela Sosa, Mónica Fernandez — Mon, 09 Mar 2026 08:35:54 -0300

This paper presents a training experience promoted by the Catholic University of Salta in response to the update of its institutional platform to Moodle 4.3. Under the title “Moodle 4.3 Update: Configuration and Good Practices in the Virtual Classroom”, an integral training plan was implemented to strengthen the digital competencies of faculty members. The initiative included AI-assisted microlearning capsules, synchronous and asynchronous activities, modality-specific tutorials (for face-to-face and distance learning), and an official WhatsApp channel for continuous support.

The proposal went beyond a technical update, aiming to promote innovative pedagogical practices focused on the creation of digital content, the integration of transmedia resources, the application of visual thinking, and the meaningful use of digital tools in educational settings. Inspired by theoretical frameworks such as those of Cobo (2016), Cobo Romaní and Pardo Kuklinski (2020), and Peltz (2022), the project redefined the role of educators as creators and curators of learning experiences, and positioned students as active participants in knowledge construction.

This initiative highlights the significant appropriation of digital resources as a way to foster inclusive, flexible, and context-sensitive teaching. It consolidates a model of continuous teacher education that embraces educational transformation as a collective, reflective, and sustained process in line with the demands of 21st-century learning.

Demands and strategies to support university students' educational trajectories in the post-pandemic context

Maria Silvina Bordier, Ivana Mabel Sotelo, Micaela Agustina Domínguez — Fri, 13 Mar 2026 10:47:34 -0300

Teacher education faces significant challenges and opportunities in the current context, still marked by the effects of the COVID-19 pandemic (Consejo Interuniversitario Nacional, 2021). This paper analyzes the difficulties that students have experienced in their academic trajectories, understood as heterogeneous paths involving starting points, processes, and outcomes (Terigi, 2010) since 2022, as well as the devices needed to strengthen them.

The analysis draws on data collected through a questionnaire administered to third-year and advanced-level students from different Teacher Education and Education degree programs at FFyL-UNT, prioritizing qualitative responses related to subjective factors, time management, learning strategies, the teaching role, assessment modalities, motivation and interest, and economic conditions.

Findings show that, after returning to in-person classes, students’ academic paths were affected by subjective difficulties (anxiety, insecurity), challenges in managing time, lack of effective learning strategies, demotivation, tensions in the teacher-student relationship, rigid assessment practices, and financial constraints.

It is concluded that it is essential to strengthen support mechanisms, particularly academic tutoring, as collaborative spaces that address these difficulties and foster more comprehensive and context-sensitive teaching practices in the post-pandemic period.

La Formación de Profesores Universitarios: resignificando estrategias, metodologías y dispositivos.

BRENDA DORIS DEL VALLE GUTIERREZ — Mon, 09 Mar 2026 08:46:03 -0300

This article systematizes a formative experience implemented in 2023 within the Workshop on Systematization of Teaching Practices of the University Teaching Program in a Disciplinary Field (UCASAL, Argentina). Through a pedagogical device that integrated various methodological strategies such as interviews, case studies, and multireferential analysis the aim was to resignify teaching practice experiences from a critical and situated perspective. The proposal enabled students to construct and analyze real educational cases, integrating theoretical frameworks from the pedagogical field with the emerging dilemmas of practice. The results highlight the development of research, argumentative, and reflective competencies, as well as the strengthening of the relationship between theory and practice in initial teacher education.

Desempeño académico en estudiantes de la Cátedra de Biología General y Metodología de la Ciencia de la Facultad de Ciencias Naturales e IML. UNT., y su relación con los hábitos de estudio.

Jorgelina Juárez — Mon, 09 Mar 2026 08:46:55 -0300

This paper addresses the relationship between academic performance and study habits among students in the Biología General y Metodología de la Ciencia de la Facultad de Ciencias Naturales e IML de la UNT. The objective was to investigate the study habits of the 2019 and 2023 cohorts and to analyze their possible relationship with academic performance, using the number of students who successfully completed the course as an indicator. Anonymous surveys were used that included questions about difficulties in their first university studies and their causes. Academic performance was determined through the percentage of students who successfully completed the course. The results revealed that in 2019, 64.34% completed the course, and in 2023, 49.61%. The surveys determined that distraction and lack of concentration were the main difficulties for students in the 2023 cohort, coinciding with the lowest percentage of successful completion. While other factors such as social, family, and economic context, as well as cognitive and emotional structures, can influence performance, this research concludes that there is a close relationship between academic performance and study habits.

La mesa panel “Escuelas primarias, configuraciones y desafíos didácticos”: descripción y análisis de un dispositivo para la formación de profesores y licenciados en Ciencias de la Educación de la Universidad Nacional de Jujuy

Roberto Adrian Flores, Agustín Daniel Huaranca — Mon, 09 Mar 2026 08:48:58 -0300

The work reconstructs and analyzes the scope of the panel discussion entitled 'Primary Schools, Configurations, and Didactic Challenges' set up as a teacher training device within the framework of the Didactics module for the disciplines of the Teaching Degree and Bachelor's degree in Educational Sciences at the National University of Jujuy. The proposal aimed to bring students closer to the didactic realities of urban, rural, and specific modality primary schools in the province. The development of a training proposal from practice, with active and leading participation of school actors such as administrators, teachers, and ministerial technical teams, raises a series of questions: What are the implications of training proposals focused on practice? What aspects of the experiences recounted by the panelists are most significant to the students? What reflections and emotions do the narratives of school actors evoke? What links with the contents worked on in the module are achieved? What concerns and new questions arise? Through an auto-ethnographic methodology, the experience was reconstructed through interviews, field records, and supplementary materials. Then, the reflections of the students made within the framework of the proposal are described and analyzed. It can be affirmed that the panel allowed students to recognize the diversity of school contexts, the challenges of teaching, and the social role of didactics. Moreover, it made it possible to highlight the status of specific didactics as a producer of situated knowledge. The study aims to provide coordinates for the pedagogical training of teachers. Subsequently, it seeks to contribute to the field of studies focused on teacher training.

Pedagogical Design for Meaningful Learning: Epistemic Writing, Learning Strategies, and Tutorial Actions

Micaela Agustina Dominguez — Mon, 09 Mar 2026 08:50:06 -0300

This paper presents and analyzes a pedagogical-didactic device developed by the teaching team of the Teorías del Aprendizaje (Theories of Learning) course at the National University of Tucumán. The device pursues three interrelated objectives: to promote meaningful learning of disciplinary knowledge, to foster the development of learning strategies among students, and to strengthen professional competencies.
The device is structured around tasks involving the analysis of real cases related to educational trajectories at various levels of the educational system, as well as narrative records of classroom practices. These are proposed as tasks of epistemic writing, or writing to learn (Serrano, 2014), and are supported by draft revisions, group tutorials, and plenary discussions. Additionally, learning strategies are systematically addressed (Monereo, 1998), promoting the use of cognitive procedures in task resolution, metacognitive activities in class, and clarification of evaluation criteria.
The device is conceived as a practice with epistemic potential (Castelló, 2006), insofar as it enables students to become strategic learners, authors, and knowledge producers, contributing to the development of reflective professionals. It is through the articulation between epistemic writing and learning strategies that such educational processes become possible.

Desentramar marcas racistas en estudiantes del profesorado: aportes para la formación profesional universitaria

sara Orellana, Maria Gabriela Soria, Tamara Acosta franco — Mon, 09 Mar 2026 08:51:01 -0300

The paper shares reflections within the framework of the CIUNSa Type A Research Project No. 2858/0: "Differences that inequality in initial teacher training: denaturalising racist practices and discourses. Case study in university teacher training". The main objective of the study is to critically analyse the differences that generate inequality in university teacher training processes, with a particular focus on racism. It is of interest to understand how racist traces, marks, prejudices and stereotypes, configured in the social and school trajectories of those who choose to train as teachers, can affect and/or be implicated in their university education.

The research process articulates two lines of enquiry: on the one hand, we explore the perceptions and experiences of discrimination and racism of young university students studying to become teachers; on the other hand, we analyse institutional documents and curricular programmes to identify how differences, discrimination and racism are addressed, or not, in teacher training.

Un-hiding the differences that generate inequality in university teacher training proposes a critical view, which allows us to question and dismantle racist structures in the educational sphere, trying to contribute to the construction of a more inclusive and equitable teacher training, capable of recognising and valuing diversity in all its forms.

2024 Virtual Training Cycle: Moodle 4.3 Update and Best Practices in the Virtual Classroom: Teacher training device through peer tutoring for distance learning teachers at the Catholic University of Salta.

Debora Elvira Degoy Vargas, Mariela Liliana Chávez, Mónica Alicia Fernández — Mon, 09 Mar 2026 08:56:13 -0300

Within the framework of the new training scenarios, interwoven by the new links that are woven between technologies and schools, and that, in the words of Dussel, I., Trujillo Reyes, B. F. (2020) technologies are presented as means that record and organize human experience in particular ways and that schools today align themselves in considering themselves as heterogeneous assemblages, negotiated and driven by the actors that compose them. We propose to present, based on virtual peer tutoring, as new training spaces, designed to encourage questioning and re-questioning about content linked to information technologies and updates on the Moodle 4.3 platform. This story presents and outlines some reflections that are woven behind the training experiences of teachers in the face-to-face and distance modalities after the Virtual Training Cycle 2024 Moodle 4.3 Update: Good Practices in the virtual classroom. This experience has allowed us to understand how teachers approach their teaching practices, what resources they use and at what stage of their planning, and the educational technological resources offered by the Moodle 4.3 platform.

From the CEFR Companion Volume to the classroom: A new curriculum design for German language teaching

Carlos Javier Raffo — Mon, 09 Mar 2026 08:57:28 -0300

Designing foreign language curricula today involves the complex task of addressing increasingly diverse and dynamic student pathways. This article discusses the experience of updating the syllabi for two German language courses at the School of Languages, National University of Córdoba (Argentina). Set within a context of heterogeneous language proficiency levels and varied educational backgrounds, the initiative was shaped by collaborative efforts among faculty teams to revise course content, teaching methodologies, and assessment strategies. The primary aim was to align the updated syllabi with the latest developments outlined in the Companion Volume to the Common European Framework of Reference for Languages, promoting a more contextualized, reflective, and learner-centered approach to language instruction. By documenting this process, the article seeks to support broader efforts to strengthen foreign language instruction in higher education. We view curriculum design as a vital instrument for fostering meaningful and sustainable learning experiences.

Chemistry teachers: between tradition and curriculum prescription

Rosana Elizabeth Gonzalez, Ruben Jesus Barrios, Maria Teresa Roppolo — Mon, 09 Mar 2026 08:58:36 -0300

This article analyzes the persistent tradition in secondary chemistry education, which focuses on the rote and memorized teaching of chemical nomenclature and formulation, in contrast to current curricular requirements, especially the Núcleos de Aprendizaje Prioritarios (NAP). A survey of 26 rural teachers explores their perceptions of the teaching of these contents. The results show a strong attachment to tradition: for example, 80% consider nomenclature essential for solving chemical problems and reject its elimination from the curriculum. There is also a widespread lack of awareness of national curricular requirements. The analysis is based on Terigi's theoretical framework, which proposes three hypotheses of curricular concretion: application, dissolution, and specification (Terigi, 1999), types of curricula, and Chevallard's concept of didactic transposition (Chevallard, 2013). The study concludes that, despite official guidelines seeking to overcome traditional approaches, teaching practices continue to reproduce the mechanistic model, which turns certain content part of the hidden curriculum at the national and jurisdictional levels. This phenomenon reveals the strength of curricular traditions and the resistance to changes imposed from higher levels of educational decision-making.

Organización y Estructura de la Formación Docente Continua en Salta: Dependencias, Políticas y Estrategias (2020-2023)

sara Orellana, María Gabriela Soria, Gabriela Elizabeth Ibáñez — Mon, 09 Mar 2026 08:59:35 -0300

This paper presents preliminary advances of the Salta Node of the national project PICTO-2022 REDES, which analyses the policies of Continuing Teacher Education in Argentina between 2020 and 2023. It focuses on the institutional organisation, regulatory frameworks and jurisdictional strategies developed in the province of Salta, in a context marked by the effects of the pandemic.

Progress has been made in the creation of a specific General Directorate, the development of regulatory norms and the expansion of free training, mainly at the compulsory levels. However, structural tensions persist, such as the fragmentation of the system, inequality between educational levels - in particular, the postponement of the higher education level - and a logic of accreditation focused on obtaining points.

From a critical and situated approach, it is proposed to advance towards comprehensive Continuing Teacher Education policies that articulate the different levels of the system, recognise the diversity of the teaching profession and promote reflective, collaborative and transformative practices. The study underlines the need to build a pedagogy of teacher professional development anchored in the territory, aimed at strengthening public education and recognising teachers as active subjects in their training.

Extended university classroom: teacher education experiences at regional sites

Fabiana Yañez, Maria Dolores Pilili, Gabriela Alicia Gomez — Fri, 13 Mar 2026 10:44:07 -0300

This paper presents a teacher education experience developed at the Faculty of Education within the Teacher Education Program Aligned with Prior Academic Backgrounds, offered by the Catholic University of Salta. The program is delivered at the university’s regional sites in Cafayate and Orán. This degree operates as a Curricular Complementation Cycle, offering additional training for individuals who already hold an undergraduate or associate degree—an essential admission requirement. It arises from the social demand of broad sectors seeking higher levels of education in specific disciplinary areas, aiming to strengthen professional competencies and obtain educational credentials for the labor market. Within this framework, the program—delivered in-person with technological support—addresses these training needs and has presented a significant pedagogical and didactic challenge for students, faculty, and the administrative team. It seeks to create an inclusive, accessible university experience for all those wishing to pursue teacher education at the higher education level.

The global education pact: humanizing education for an integral cultural transformation

Laura Urbina Valor — Fri, 13 Mar 2026 10:42:27 -0300

The current epochal shift reveals a profound crisis of humanism, characterized by a paradigm of individualism, indifference, and a throwaway culture that affects human life and the environment. In response, Pope Francis launched the Global Compact on Education (GCE), an initiative that calls for a comprehensive and lasting cultural transformation through education. This article analyzes the GCE proposal and describes the actions implemented by the Catholic University of Salta (UCASAL) to foster a humanizing education. It details internal and inter-institutional projects, the production of educational content, and external awareness-raising strategies—all activities that seek to generate collaborative networks and pedagogical practices that respond to contemporary challenges. Finally, it reflects on the importance of integral humanism in education and the role of the Catholic university in promoting authentic and solidarity-based human development.

The crisis in the University as expression of the spirit

Brena Szankeler — Fri, 13 Mar 2026 10:45:59 -0300

This paper reflects on the current crisis of the University as an expression of the human spirit. Drawing from authors such as Josef Pieper, Carlos Lasa, Martha Nussbaum, and González & Trilla Bernet, it argues that the University has lost its philosophical and theoretical essence, becoming a merely technical and utilitarian institution. The academic origin of the University is examined as a space for contemplative knowledge and the pursuit of truth aimed at the integral formation of the human being. Today, however, the dominant logic is market-oriented, marginalizing philosophical and humanistic education in favor of functionality. In response, the text calls for the recovery of philosophy, the humanities, and critical thinking as essential conditions for a democratic, ethical, and compassionate life. The University, as an expression of the spirit, should be a space that fosters the desire for truth, reflection on being, and the formation of engaged citizens.