Pedagogical Trips as a Device for the Teacher Training Path

This paper analyzes the Pedagogical Journeys approach as a pedagogical-didactic engineering approach from a comprehensive perspective focused on the student's formative experience. To redefine the value of experience and its implementation in teacher training to enrich personal, cultural, and social growth, strengthening different competencies. This qualitative research presents the meanings attributed to the experience from a pedagogical-didactic engineering perspective that allows for the combination of sociocultural and geographical aspects with educational aspects in training. To maintain a political commitment to a curriculum management policy that involves student-centered pedagogical decisions and formative assessment throughout the entire training process. The experience requires a scaffolding process of the necessary tools to navigate the uniqueness that characterizes educational contexts.