Transperientiality in Teacher Training: A Transcomplex Shift Towards Nonlinear Learning Trajectories

Cabral Mier O.E.; Cabral García G.; Loera Serrano S.; Dueñas Luna M.V. · Publicaciones de la Facultad de Educacion y Humanidades del Campus de Melilla (2026) · DOI: 10.30827/publicaciones.v56i1.36859

Resumen

Introduction: Initial teacher education currently takes place within educational contexts characterized by complexity, diversity, and uncertainty, revealing the limitations of traditional linear and prescriptive models for explaining how future teachers actually learn. Although contemporary theories have substantially expanded the understanding of professional learning, they continue to address experience, reflection, participation, competencies, and identity as relatively isolated dimensions. This article introduces Transperientiality as an emerging transcomplex analytical framework capable of explaining nonlinear learning trajectories through the recursive integration of lived experience, professional identity, context, and pedagogical knowledge. Method: The study adopts a theoretical-conceptual design grounded in a qualitative, hermeneutic, and transcomplex perspective. Through critical analysis and interpretive systematization of specialized literature, the research establishes a dialogue between Complex Thinking, Transcomplexity, and Transdisciplinarity, drawing primarily on the contributions of Morin, Nicolescu, Villegas, and related scholars. The analysis followed a recursive process of conceptual identification, comparative interpretation, and theoretical synthesis to construct Transperientiality as an autonomous analytical category. Results: The analysis identifies an important epistemological gap in current teacher learning theories, which insufficiently explain how heterogeneous experiences recursively reshape professional identity across nonlinear trajectories. In response, Transperientiality is conceptualized as an ontological and transcomplex framework that positions lived experience as the central structure through which teacher learning is continuously reconfigured. This perspective integrates cognitive, emotional, ethical, contextual, and identity dimensions into a dynamic explanatory model that broadens the understanding of professional learning, particularly within the diverse educational contexts of Mexican Normal Schools, while offering broader international relevance. Conclusions: Transperientiality represents an original theoretical contribution to teacher education by shifting the analytical focus from experience as a pedagogical resource to experience as an ontological condition of becoming a teacher. This epistemological shift provides a more comprehensive understanding of nonlinear learning trajectories and offers conceptual foundations for rethinking curriculum design, pedagogical practice, educational assessment, and future empirical research from a transcomplex perspective.

Instituciones: Universidad Católica de Santa María