Primary teacher training: a necessity and priority in every territory.
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| Title: | Primary teacher training: a necessity and priority in every territory. |
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| Alternate Title: | La formación de maestros primarios: una necesidad y prioridad en cada territorio. Formação de professores do ensino fundamental: uma necessidade e prioridade em todos os territórios. |
| Authors: | Silva Vázquez, Alexander1 alexandersilvavazquez2@gmail.com, Caballero Hernández, Héctor Ignacio2 hcaballero1963@gmail.com |
| Source: | Mendive - Revista de Educacion. oct-dic2025, Vol. 23 Issue 4, p1-18. 18p. |
| Subject Terms: | *Teacher training, *Theory-practice relationship, *Cooperative education, *Teacher development, *Teacher education, *Educational planning |
| Abstract (English): | The training of primary school teachers is a priority and an urgent necessity given the challenges of our times. This requires leveraging the potential of the teacher training system, with practical experience at its core, based on the demands of the graduate model within the teacher training process at the Pedagogical School. With this aspiration in mind, the objective is to describe how students at the Pedagogical School develop as they progress through the different levels of practical experience, which serves as an integrating and dynamic component of their training as primary school teachers. The methods used include, at the theoretical level: historical-logical analysis, theoretical systematization, analysis and synthesis, and modeling; and at the empirical level: observation, surveys, interviews, critical thinking and collective construction workshops, as well as experiential pedagogical learning. The most impactful outcome is the development of students' knowledge, skills, experiences, and a deep commitment to the profession. They face life's problems responsibly and consciously educate themselves to collaborate in building society through work practice, through the levels through which the student's development progresses; therefore, a link between theory and practice is evident, based on the cognitive and affective-motivational aspects under the guidance of the tutor in knowledge and being, which contributes to the training of primary school teachers. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La formación de maestros primarios constituye una prioridad y necesidad impostergable ante los retos que imponen los momentos actuales; lo que requiere aprovechar las potencialidades que brinda el sistema de formación, teniendo como centro la práctica laboral, desde las exigencias del modelo del egresado en el proceso de formación en la Escuela Pedagógica. Desde tal aspiración, el objetivo es describir cómo transcurre el desarrollo de los estudiantes de la Escuela Pedagógica en el tránsito por los diferentes niveles de la práctica laboral, como componente integrador y dinamizador en su formación como maestros primarios. Entre los métodos utilizados están, del nivel teórico: el histórico-lógico, la sistematización teórica, el análisis y síntesis, la modelación; y del nivel empírico: la observación, encuesta, entrevista, talleres de opinión crítica y construcción colectiva, así como la experiencia pedagógica vivencial. Como resultado de mayor impacto, se aprecia una formación en el estudiante sobre el conocimiento, las habilidades, vivencias y relaciones de amor hacia la profesión. Enfrentan con responsabilidad los problemas de la vida y se educan conscientemente para colaborar en la construcción de la sociedad desde la práctica laboral, mediante los niveles por los que transita el desarrollo del estudiante; por lo que se evidencia un vínculo de la teoría con la práctica, a partir de lo cognitivo y lo afectivo motivacional bajo la orientación del tutor en los saberes y el ser, que contribuye a la formación de maestros primarios. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | A formação de professores do ensino fundamental é uma prioridade e uma necessidade urgente, dados os desafios da nossa época. Isso exige o aproveitamento do potencial do sistema de formação docente, com a experiência prática como elemento central, com base nas exigências do modelo de formação inicial no processo de formação de professores da Escola Pedagógica. Com essa aspiração em mente, o objetivo deste trabalho é descrever como os alunos da Escola Pedagógica se desenvolvem ao longo dos diferentes níveis de experiência prática, que serve como componente integrador e dinâmico de sua formação como professores do ensino fundamental. Os métodos utilizados incluem, no nível teórico: análise histórico-lógico, sistematização teórica, análise e síntese, e modelagem; e no nível empírico: observação, pesquisas, entrevistas, oficinas de pensamento crítico e construção coletiva, bem como aprendizagem pedagógica experiencial. O resultado de maior impacto é o desenvolvimento do conhecimento, das habilidades, das experiências dos alunos e um profundo comprometimento com a profissão. Eles enfrentam os problemas da vida com responsabilidade e se educam conscientemente para colaborar na construção da sociedade por meio da prática profissional, ao longo dos níveis pelos quais o desenvolvimento do aluno progride. Portanto, fica evidente a ligação entre teoria e prática, baseada nos aspectos cognitivos e afetivomotivacionais sob a orientação do tutor no saber e no ser, o que contribui para a formação de professores do ensino fundamental. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The training of primary school teachers is a priority and an urgent necessity given the challenges of our times. This requires leveraging the potential of the teacher training system, with practical experience at its core, based on the demands of the graduate model within the teacher training process at the Pedagogical School. With this aspiration in mind, the objective is to describe how students at the Pedagogical School develop as they progress through the different levels of practical experience, which serves as an integrating and dynamic component of their training as primary school teachers. The methods used include, at the theoretical level: historical-logical analysis, theoretical systematization, analysis and synthesis, and modeling; and at the empirical level: observation, surveys, interviews, critical thinking and collective construction workshops, as well as experiential pedagogical learning. The most impactful outcome is the development of students' knowledge, skills, experiences, and a deep commitment to the profession. They face life's problems responsibly and consciously educate themselves to collaborate in building society through work practice, through the levels through which the student's development progresses; therefore, a link between theory and practice is evident, based on the cognitive and affective-motivational aspects under the guidance of the tutor in knowledge and being, which contributes to the training of primary school teachers. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 18157696 |
