Abstract

This work is mainly focused on unraveling the warps of meanings and senses constructed by teacher trainers during their school, professional, personal, and workplace experiences. In this sense, the author carries out a qualitative study with information collected from reports written by the trainers themselves, and the author analyzes with techniques that reconstruct their symbolic processes presented in social analytical categories. Some results show that family and school imprints denote the origin of being a teacher and eventually a teacher trainer; in addition, their self-learning processes become relevant since their selection is not based on relevant skills or knowledge-based criteria.

Key words:  Education backgrounds; Training; Teacher training; Training of trainers; Mexico