LÍMITES Y POSIBILIDADES DE APRENDER A APRENDER EN LA FORMACIÓN INICIAL DOCENTE

Abstract

This article examines the conditions influencing the development of learning to learn (L2L) competence in student teachers. Methodologically, it integrates two approaches: a) a review of literatura on L2L in higher education; b) an analysis of the formative experiences of students at a escuela normal to identify the institucional and pedagogical conditions affecting L2L development. The findings reveal fragmented, decontextualized, and disconnected experiences that point to a lack of coherence between institutional educational practices and the delibereted promotion of L2L. The study argues that L2L cannot be regarded as an automatic outcome of schooling or as a direct effect of curricular design. Rather, it is a complex process that requires rethinking and regenerating teacher education by re-signifying the culture of normalismo en Mexico.