Curriculum and key readings in teacher training
DOI:
https://doi.org/10.22201/iisue.20072872e.2026.48.2082Keywords:
knowledge, readings, curriculum, initial teacher trainingAbstract
This article presents the results, for Uruguay, of a comparative study (with Argentina and Chile) on the bibliographies that support curriculum proposals in initial teacher training. Its objective was to contribute to the understanding of the initial teacher training curriculum proposals for primary education in Argentina, Chile, and Uruguay by analyzing the readings recommended to future teachers in the respective study programs. The transactional methodological approach included a consultation in Uruguay, in which a questionnaire was administered to 87 teacher trainers regarding the readings suggested to their students. Among the findings, the preponderance of sources on pedagogical and didactic knowledge relative to disciplinary knowledge stands out. To a lesser extent, but still relevant, are sources cited that refer to technological knowledge.
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