**3. Teaching knowledge**

in Mexico [2]. The total number of teachers that attend to this immense educational demand for this same school year cycle amounts to 1,905,722 teachers, from which 63.6% of teachers attend to basic education (initial, preschool, primary, and secondary education); 15.1% of teachers belong to schools in the middle superior level (high schools, vocational schools), and finally 19.1% of teachers attend to higher education institutions (undergrad and graduate

The formation of teachers to specifically attend to basic education needs in the country takes place in the 485 teaching schools and, in the education, faculties of non-technology-related public and private universities which ascend to a total of 4389 institutions of higher education. The challenges that are involved in the improvement of basic education quality demand for teacher formation policies that put emphasis in the educational abilities and competencies for teaching; among these abilities is the importance of emphasizing the teacher's knowledge that has an impact on the profile, parameters, and indicators of teaching performance [3].

The point of view of students about different educational phenomena in which they are involved is an essential and powerful component that can be useful to influence improvement processes, considering that including the perspective of those that learn educational processes "can help us to improve teaching, to weave the ties of coexistence and to make their stay in school meaningful" [4] (p. 27). In this sense, in accordance with [5], as well as [6], these highlight the need for the students' voices to be included in order to improve the practices

On the same note, according to [7] (p. 40), it states that the information obtained from students can be useful to determine the dimensions of their learning, which commonly receives little consideration; furthermore, also [8] the perspective of students when researching the factors of success in their undergrad studies takes into account. It can be established, therefore, that the point of view of students has been a valid source of information to be considered in

However, in contrast to what was stated before, in [9], it is considered that the voice of students, specifically in relation to the evaluation of learning, has still a long road ahead and that the results of their research show a "lack of evidence on the real participation of the students"

Nevertheless, it is necessary to insist on the participation of students in order to develop a particular kind of research in which their perspective is fundamental; particularly, according to [10], it is important to incorporate the perspective of students to be able to "deepen in the construction and validation of the image or social representation of students on what is a "good teacher" and "quality teaching" (p. 5). In this same vein of agreement [11], there are some who maintain that to carry an investigation about teachers from the point of view of students

**2. The perspective of students on teaching knowledge**

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

and conditions of teaching and learning processes in schools.

research pertaining teaching and learning.

(p. 2).

programs).

According to [12], teaching knowledge relates to a "particular kind of day-to-day knowledge learned by teachers. It is the knowledge concerning the testing and solution of problems that the teacher's workplace poses in the specific conditions that are presented and in the continuous and necessary reflection which at the same time, their work imposes" (p. 60).

Likewise, [13] agrees that the said teaching knowledge is contextually constructed as it is important to recognize a framework of relationships from which teachers construct their practices, which constitutes the basis for that body of knowledge. For [14], teaching knowledge must be built from within the profession and from dialog practices between teachers, constructing a professional culture (also refer [15]); along the same lines, in this topic [16], which points out in his research the results of dialog between two teachers in relation to the commitment toward their teaching practices—which in itself constitutes a teaching knowledge—it concludes that the professional knowledge of a good teacher achieves success when it manages to influence the lives of the students by maximizing the different ways in which they learn.

Terigi [17] proposes an analysis of the knowledge and teaching work using a neotaylorist approach to the evaluation of teaching competencies, which comes as a response to the demands imposed by a competitive and globalized context. This supposes a devaluing process of the teaching knowledge (pp. 7-8).

On the other hand, [18] establishes that "teachers articulate diverse knowledge coming from their professional training, disciplinary or curricular formation, experience or practice, built throughout their lives and career paths" (p. 5) and, above all, that this is not about elaborating a list like a recipe about the said knowledge, and later having the wrong idea to apply them mechanically to new contexts, because this would avoid a fundamental question:

"The key question is how to define and from what theoretical and methodological stand the construction of key knowledge and competencies for the XXI century can be approached, what characteristics must be met by those determining that list and what premises do they hold? Will they be able to avoid the temptation to protect their own values? Will they know how to do it? Will they want to do it? What group or groups will be charged with this task?" [18] (p. 20). Answering some of these questions might be the result from an informed dialog between researchers, academics, and teachers.

Teaching knowledge revolves around a professional "know how" that leads to a good "teaching." On this same topic, [16], in his research, makes the following question: How does a teacher build "his knowledge" within the teaching phenomenon? This inquiry leads us to examine the different research that has been done about teaching knowledge and implicate among themselves those investigations that involve the perspective of the students.
