Teaching Practice and Educational Innovation as Axes of Knowledge Production

Abstract

This text examines teaching practice and educational innovation as key axes for knowledge production within the context of teacher education and the transformations promoted by the New Mexican School. It is grounded in the conception of teaching as a complex intellectual activity in which teachers generate pedagogical knowledge through systematic reflection, situated research, and the transformation of their own practice. It also addresses educational innovation from a critical, ethical, and humanistic perspective, emphasizing that the incorporation of emerging technologies, including artificial intelligence, should respond to pedagogical and social purposes. The text links these ideas to the historical mission of Teacher Training Colleges and to the need to strengthen educational research, teacher professionalization, and social justice. Finally, it presents REPDIE as a space for articulating education, research, and innovation, fostering the circulation of relevant educational knowledge.