Abstract

The interest arises due to the fact that educational policies and regulations such as the Framework for Good Teaching, undergraduate pedagogical standards and curricular updating, have triggered new scenarios of teaching performance, so it is important to contribute with an updated basis of this type of knowledge to contribute to the development of undergraduate education and its future teaching development in the school system. The methodology to be used considering the nature of the study is the comprehensive-interpretative paradigm, qualitative approach, the type of study was through a case study, with the use of data collection techniques of semi-structured open interviews. For the analysis of the data, the software Atlas. Results and discussion of this research are the positive valuation of the school curriculum and the integral development of knowledge, skills and attitudes, but they are not consistent at the moment of transferring to the student how to develop them in a theoretical-practical way, which makes glimpse complex scenarios that raise the reflection towards the complexity of integral learning, and how the undergraduate student, future teacher can develop his teaching actions placing himself from this type of learning in the school.