TRAINING TEACHERS FOR A SCHOOL IN TRANSFORMATION: CHALLENGES IN TEACHER EDUCATION AMID NEW EDUCATIONAL DEMANDS

Abstract

Teacher education has become an increasingly significant topic in light of the changes occurring in both society and education. Technological transformations, the growing diversity within classrooms, new ways of accessing knowledge, and the varied demands of students now require teachers to possess knowledge and skills that extend well beyond the mere mastery of school subject matter—a shift from the expectations of the past. In this context, this article aims to analyze the primary challenges facing teacher education in the face of the transformations schools are undergoing in the 21st century. Methodologically, this is a qualitative, bibliographic study based on an analysis of academic literature concerning initial and continuing teacher education, working conditions, and critical, inclusive perspectives on education. The discussion is organized into four thematic areas: transformations in the contemporary school; challenges in initial and continuing education; professional recognition and the conditions under which teaching is practiced; and the development of a critical, inclusive, and emancipatory approach to teacher education. The analysis reveals that teacher education faces challenges related to bridging the gap between theory and practice, the critical integration of technology, preparation for diversity, and moving beyond predominantly technical training models. It is also highlighted that the quality of pedagogical work depends on adequate professional working conditions, recognition, autonomy, and ongoing professional development. The study concludes that teacher education must be grounded in the reality of the school environment and committed to inclusion, critical reflection, and social transformation.