SCHOOL AS A TRAINING CENTER

Hello steemians friends, today I want to discuss an approach to school as a teacher training center, I hope you like reading.

For the global economic organisms and the neoliberal governments, educational reforms and counter-reforms are usually focused on initial, primary and high school education. Teacher training (initial and continuous) is seen as a wild card that adapts or is set aside. This is possible because of the hierarchical and non-systemic construction of teacher training. For this reason, we insist again on the school as not only nominal but real epicenter of teacher training and critical thinking in education. A new organizational architecture of teacher training, based on reflective practice in the classroom, which enables that, for periods never greater than five years, the formators of trainers come from the schools and return them to the pedagogical exercise with students of initial, primary and baccalaureate, would allow to build theory, systematize good practices and capture the enormous power of innovations in teaching-learning processes. But this implies a rethinking of teacher training, beyond the rituals and practices that are attributed to tradition.

FUENTE

Defending the public school as a space for learning and building society implies a reassessment of the impact of the acceleration of innovation and technology in educational processes. Teacher training plays a key role in this redefinition of the school as a learning space. Some of the clues that I consider fundamental to assume to open the necessary debates to achieve teacher training in the present are related to: (a) resize the profile of the teacher, who happens to be the one who knew most in the classroom who has greater abilities to harmonize the different types of intelligences and the multiplicity of learning that converge in the educational fact; (b) prepare the teacher to return to be the great communicator (a) of the new in the classroom, harmonizing tradition and innovation as complementary processes; (c) prepare for the classroom activity centered on learning to learn and solve concrete problems; (d) The universal must be expressed in a local key and the locality must emerge connected to the global. Given the problems of isolationist resistance, we must insist on the dialectic of the local with the global; (e) know and defend that the proper management of the uniqueness of one's own culture involves knowing and working on points of encounter and differentiation with other cultures, as a way to build a friendly identity with diversity; (f) To teach to pass from the reified curriculum as a reference, to standards by year, level and modality as interactive guides for the creative development and in permanent expansion of the curricular base of the pedagogical exercise; (g) Activity in the classroom that has a strong disciplinary base articulated with transdisciplinary development for understanding and the transformative approach to reality; (h) new ethical pact of the school with life, in the framework of the exponential growth of technology, especially artificial intelligence.