THE IMPORTANCE OF DIDACTICS IN THE TRAINING OF SCIENCE TEACHERS: FOCUS ON BIOLOGY

Abstract

This article aimed to analyze the importance of didactics in the training of science teachers, with a focus on biology teaching, addressing how the integration of active methodologies and innovative pedagogical practices can improve teaching quality. The methodology employed consisted of a qualitative analysis based on a review of the literature from the last ten years, with a careful selection of studies published in recognized academic databases, such as Scopus and Google Scholar. Theoretical and empirical materials exploring the relationship between didactics and teaching practice in biology education were analyzed. The main results indicated that, although didactics is widely recognized as essential, its approach in teacher training programs is often superficial, with excessive emphasis on theoretical aspects and limited practical training. Additionally, inadequate infrastructure in schools and the lack of continuing education programs were identified as barriers to the implementation of more effective pedagogical practices. Only 40% of teacher candidates reported having received training in active methodologies, such as inquiry-based teaching.It is concluded that didactics plays a crucial role in teacher training and that investments in practical training, school infrastructure, and continuing education are essential to overcome the identified challenges and promote more contextualized and meaningful biology teaching.