TEACHER EDUCATION AS A STRATEGY FOR THE TRANSFORMATION OF EDUCATIONAL PRACTICE

Abstract

This article discusses teacher education as a strategy for transforming educational practice, considering that social, pedagogical and curricular changes require teachers to engage in a continuous process of reflection, updating and reconstruction of their professional performance. The aim of the study was to analyze, in light of specialized literature and normative documents, how teacher education can contribute to the redefinition of pedagogical practice in Basic Education. This is a qualitative study developed through a bibliographic and documentary review, based on recent studies on initial teacher education, continuing education, teacher professional development and educational practice. The results show that teacher education, when connected to school reality, critical reflection on practice and the collective construction of knowledge, promotes more consistent changes in pedagogical work, strengthening teacher autonomy, inclusion and the quality of classroom mediation. It is concluded that the transformation of educational practice does not depend only on institutional guidelines or curricular prescriptions, but on the consolidation of continuous, contextualized formative processes committed to valuing teaching and promoting meaningful student learning.