ACTIVE METHODOLOGIES IN TEACHER TRAINING

Abstract

This study analyzed the role of active methodologies in teacher education, aiming to understand how these approaches can improve pedagogical competencies and classroom practice. The methodology consisted of a literature review, exploring scientific publications, theses, and research reports related to active methodologies, including project-based learning, problem-based learning, and the flipped classroom. Results indicated that active methodologies significantly contribute to the development of pedagogical competencies, promoting a more engaging and effective learning environment. These pedagogical approaches encourage active student participation, improving classroom interaction and fostering a more dynamic and participative learning process. However, the implementation of these methodologies faces challenges, such as resistance to change and resource limitations. Strategies to overcome these barriers include continuous teacher training, investment in educational resources, and the creation of a school culture that values innovation. The final considerations reiterate the importance of active methodologies in the evolution of pedagogical practice, highlighting the need for an educational approach that aligns with the demands of contemporary society. The adoption of these methodologies is crucial for the formation of educators capable of promoting meaningful learning and preparing students for future challenges.