TEACHER TRAINING AND THE IMPLEMENTATION OF REFLECTIVE PRACTICES IN TEACHING

Abstract

Teacher training and the implementation of reflective practices in teaching are essential for improving educational quality. This process aims to promote the training of teachers so that they can reflect on their pedagogical practices and develop a more critical approach that is adapted to the needs of students. The main objective is to stimulate self-criticism and professional growth, encouraging teachers to become agents of change in the school context. The justification for adopting reflective practices is the need for teachers to position themselves consciously in the face of contemporary educational demands. Continuous reflection allows educators to analyze their actions and decisions, adjusting them according to the reality of the classrooms. The methodology used to develop this work includes the analysis of case studies, interviews with teachers, and the implementation of activities that stimulate reflection, such as pedagogical diaries and discussion groups. Among the authors who support this study, Schön (1983) stands out, who presents reflection in action as an essential tool for professional development, and Pimenta (2002), who emphasizes the importance of continuing education. Other important authors are Tardif (2002) and Day (1999), who discuss teaching practice and the construction of pedagogical knowledge. Reflective practices contribute to the construction of a more democratic and inclusive education, with teachers who are better prepared to face the challenges of teaching.