The study of teaching practices is an essential part of the teaching profession, the varied experiences that teachers carry out daily in aclassrooms, tasks such as planning, content selection and bibliography, the development of teaching units require permanent reflection to enrich them and achieve better learning.
The focus on our practices enables spaces for reflection that authorize dialogue and the elaboration of new working hypotheses. Geography and specific teacher training, in this sense, represent an opportunity to travel a path towards commitment to the task of training students in teachers, who have the expectations of being teachers, as well as graduates who, from the experience the classrooms run daily.
This book constitutes an invitation to think about ways of doing and being in secondary schools, based on the construction of links that allow us to build bridges of access to knowledge, focused on a methodological and epistemological approach of Geography committed to social problems from the paradigm of inclusion. There will always be opportunities for reflection in action and there will always be students to enable these spaces in the classroom.