THEORY X PRACTICE: DISPARITY IN TEACHER TRAINING IN THE TEACHING AND LEARNING PROCESS

Abstract

This research addresses the issue of disparities in teacher training, exploring how they impact teaching practice. The study investigated the existence of a gap between theory and practice in teacher training and how the absence of practical experiences can result in didactic insufficiency in the teaching and learning process at the Fábio Corrêa de Oliveira Andrade Municipal School, in Fazenda Nova, in the municipality of Brejo da Madre de Deus-PE. Using a qualitative, descriptive and field approach, the results indicate that the organization of the educational context is closely related to the application of academic theoretical strategies in school practice and teaching. During academic training in pedagogy, teaching theories are worked on that support pedagogical practice through the articulation between theory and practice. Tools are offered to teachers during this process so that they can apply them to their experiences in the classroom, promoting better development of teaching-learning. For teacher training to be truly effective, it is essential to combine a solid theoretical base with continuous opportunities for practice and reflection. Therefore, a collaborative effort is needed between higher education institutions, schools and government agencies to develop training programs that effectively integrate theory and practice.