Methodological Guidelines for Teacher Training Under the Systemic Pedagogy Approach

Abstract

Purpose of this study was to validate methodological guidelines for teacher training under the systemic pedagogy approach. It is the result of action-reflection research with professional practice students in the Integral Education major at the School of Humanities and Education, University of Zulia (LUZ). Theoretical underpinnings are the postulates of Hellinger (2012) and Olvera (2012), in terms of systemic pedagogy. The research itinerary was the action-reflection research method of Fiorenza and Nardone (2004) and investigative constructive interaction of González (2007). Results showed enthusiasm, motivation for participation by the students and professors and interpretive and theoretical validation with a focus on systemic pedagogy.