Production modules in rural teacher training schools, community links and rural development

Abstract

Background: Rural teacher training schools (ENR) emerged in 1922, with their own curricula that, at the time, required the training of teachers with the knowledge to increase literacy among the population and contribute to rural community development by including agricultural training in their curriculum, however, in 1940, the process of harmonizing their curriculum with that of urban teacher training colleges began. Objective: To contribute to the understanding of how ENR students leverage production modules to generate community engagement with rural development. Methodology: Because there is no prior experience on the topic, this research was of a mixed nature: exploratory in its quantitative aspect and ethnographic in its qualitative aspect. It was conducted at the ENR in Mactumactzá, Chiapas, and Tiripetio, Michoacán. Questionnaires were administered to students to determine their opinions regarding their training in the production modules and how they relate to them in their communities. In both institutions a sample of students (n) of 228 for Tiripetio and 233 for Mactumactzá was obtained, the degree of confidence of the sample was 0.95 (NC = 0.95), and a sampling error of 0.05 (e = 0.05). Results: 91% of the students in the ENR, take advantage of their knowledge of the production modules to connect with the communities, with projects for livestock raising, planting vegetables and fruit trees. Implications: The students of the two ENR propose the creation of production modules in their communities to contribute to rural development, through the production of products for self-consumption and some techniques for food preservation. Conclusion: The ENRs are teacher training institutions that can promote community spaces, the production modules are projects that contribute to the rural development of communities.