| Sumario: | This book, coordinated by Bertha Fortoul and Cecilia Fierro, provides a comprehensive analysis of teaching practices, focusing on the development of educators and teacher trainers. It presents theories, models, and experiences that aim to enhance the agency of teachers, co-construct professional identities, and propose new perspectives on knowledge and self-awareness in educational contexts. The book highlights the importance of verbal exchanges in educational interactions, utilizing the EPR model which emphasizes epistemic, pragmatic, and relational aspects. It addresses contemporary educational challenges, including those exacerbated by the ongoing pandemic, and advocates for a reflective approach to teaching practices. The text is a collaborative effort involving educators from Mexico, Argentina, and France, and it seeks to open new research avenues in teacher education by integrating diverse theoretical perspectives. Intended for educators, researchers, and policymakers, this book aims to foster reflective and innovative teaching practices across various educational levels.
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