**8. Methodological strategy**

knowledge, as for every conceived problem, there is a corresponding teaching knowledge that deals with the solution; and, hence, the author registers in descending order of importance of the following: problems with the relationship and collaboration between parents and teachers, little interest shown by students, poor or irregular assistance, problems with learning and academic performance, desertion, disobedience from the students, problems when

194 New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

This core of problems which points to the backward and marginalized faces proper of a poor and marginalized school environment forces us to consider if the presence of consolidated teaching knowledge on behalf of teachers has a relevant role in attenuating or solving these

The importance in this study of approaching categorizations that give meaning to teaching knowledge of memorable teachers allows us to arrive to the field of good practices [30]. Students remember their good teachers for their excellence in their pedagogical knowledge, and in their practices, good teachers from the generation preceding ours offer us their teaching knowledge from the systematized remembrances of their students, which constitute the main objective of this study; if this research contributes some principle or knowledge that could be incorporated to the state of the discipline, in this case the formation of teachers will

Once the background and problems regarding teaching knowledge and students' perspective have been considered, this study will be supported by the following research questions,

**a.** What categories give meaning to teaching knowledge of memorable teachers from the nar-

**b.** What kind of teaching knowledge categorizations left a mark in the life of the students?

**c.** What dimensions of teaching knowledge are implicated in the teaching process of disci-

**d.** Considering the categorizations of teaching knowledge constructed from the narratives of

In accordance with the research questions put forward in this study, the following objectives

• To categorize the meanings of teaching knowledge, from a set of narratives provided by

ratives of a group of undergrad students at the UV Pedagogy Faculty?

plines that are specific to the technical and professional sphere?

students, which categories are implicitly related to bad teachers?

students of the Pedagogy Faculty at the Universidad Veracruzana.

which will guide the process of data collection and analysis:

attending children with special needs, etc.

problems in schools.

have an added value.

**7. Objectives**

have been proposed:

**6. Research questions**

The method that was chosen to address the categorizations of teaching knowledge from the perspective of the students is *narrative inquiry*. As has been pointed out by [31], narrative inquiry is increasingly present in educational research; this owes to narratives being both an educational phenomenon and at the same time a research method. Hence, it is possible to do research through the narrative analysis method, and a particular phenomenon can be narrated from the perspective of narrative inquiry.

As stated by [32], "narrative inquiry has as its core the analysis of human experience" (p. 139), and it is about making those experiences understandable and above all to assign them meaning. Likewise, for [33], "narrative research, based on interpretative hermeneutics and phenomenology, focuses on the meanings that people attribute to their experiences" so that those meanings are integrated in a vision that reconstructs more complex meanings (p. 51).

Within the narrative inquiry framework, this study adopts the biographical narrative approach [34]. Consequently, this is an attempt to retrieve the biographical narratives provided by 28 undergrad students enrolled in the Faculty of Pedagogy at the University of Veracruz in Mexico, about their memorable teachers in order to make categorizations of their teaching knowledge. In addition to reading the narratives and constructing a primary document with them, the next phase involves the systematization of the texts to achieve the rationalization of the biographical narratives, that is, to reorder data and proceed to its coherent integration in a reconstruction or singular narrative of all the texts [35].

On this subject [36] make a notable contribution in their research about autobiographies of memorable teachers. In their study, the categorization of narratives goes through the process of identifying in vivo *codes*, that is to say, key words that capture a strong meaning in the narrative stories that are a product of several narratives or stories. These codes, with such a strong meaning, can express the name and content of a whole narrative categorization. In the case of this study, 28 narratives of undergrad students from the University of Veracruz, Faculty of Pedagogy, were processed using the software package for the qualitative data analysis ATLAS.ti in its version 7.5. The narratives were integrated into a primary document for its analysis and the creation of several categorizations.

At the end of this process, the description of the categorizations that were found was integrated into a macro-narrative which answers to the questions guiding this research in the section dedicated to results.
