Teacher education is a field of research and reflection to estimate the quality and impact of teaching and learning experiences in higher education. In this sense, knowledge, as well as the actions of teachers and their observable effects, such as planning, decision-making, and thought processes, among others, inform both teaching research and educational policy (Clark and Peterson, 1986; Fenstermacher, 1994; Darling-Hammond, 2016). For their part, teachers in training have beliefs, perceptions and expectations regarding the teaching methods they receive, this affects the interactions with their peers and teachers in the classrooms, which is why they have been the object of inquiry.