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The essay presents some nontraditional methodological possibilities, which can operate as categories of analysis to address the complex web of relationships that constitute a future teaching. It starts from the idea that teacher training should work as a companion to study problems rather than as a template to which the problems should be adjusted. It argues that teaching should become able to invent new approaches instead of repeating worn formulas, but this proposal does not rule out current methodologies. The paper aims at a theoretical and practical coexistence between inheritance and innovation. It argues that teacher education should function as a toolbox rather than as universal recipe, since the point is not to try to mold students following predetermined rules, but to modulate teaching in terms of technological, cultural, economic and social changes. To this end, it discusses procedures of research approaches that are modulated in the rhythm of the studied processes, such as archeology, genealogy, dissipative structures and the methodological concept of rhizome. Key words: teacher training, methodology for teacher training, genealogy, rhizome.

Exigencias epistemológicas y metodológicas para una docencia futura