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Revista Diálogo Educacional

versão impressa ISSN 1518-3483versão On-line ISSN 1981-416X


VAILLANT, Denise. Formación inicial del profesor para las escuelas del mañana. Rev. Diálogo Educ. [online]. 2012, vol.12, n.35, pp.167-186. ISSN 1981-416X.

Over the last years, an increasing number of studies and reports showing dissatisfaction with the quality of teacher education programs has appeared. Now, more than ever, it is necessary to ask ourselves on the importance of the improvements of the initial teacher education, so that they can have a real performance in classrooms. For this reason, the article proposes an analysis and reflection about three pressing issues for future educational agendas. These are cultural integration and social cohesion, technological access and civic education. All these challenges indubitably involve teachers. A review of the relevant literature in this area reveals that, despite the heterogeneity of contexts and countries, there is a set of teaching skills that impact the knowledge acquired by students. The author also emphasizes the importance of institutionalized instances of supporting for the development of the necessary teaching qualifications which guarantees good teaching. Finally, this article promotes the idea that Latin America should - in the forthcoming years - strive to identify some characteristics of good teachers in order to define and set an agenda of desired teaching skills. An agenda of teaching skills should be consistent with existing educational policies and systems in Latin America and take into consideration international and regional experiences. It should also be based on proven strategies related to three basic factors: recruiting, training and teacher support for classroom work.

Palavras-chave : Teacher Education Programs; Training Institutions; Teacher’s Skills; Educational Agenda.

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