ANALYSIS OF THEORIES AND APPROACHES TO TEACHER TRAINING

Abstract

This article discusses teacher education in the contemporary educational context, considering the theoretical frameworks, public policies, and pedagogical practices that influence teacher qualification in Brazil. The objective of the research was to understand the concepts that guide initial and continuing education, identify the main challenges faced and the advances achieved, and propose perspectives for improving training processes. This is a qualitative, exploratory study developed through a systematic literature review. The methodology involved the analysis of books, scientific articles, dissertations, and theses selected based on relevance and timeliness, prioritizing publications from the last ten years, while also considering classical works essential for understanding the topic. The results revealed persistent gaps in the articulation between theory and practice, in the inclusion of inclusive strategies in curricula, and in the preparation of teachers for the pedagogical use of digital technologies. The analysis reinforced the importance of public policies that ensure the appreciation of the teaching profession and the provision of critical and contextualized continuing education. It also highlighted the need for training models that promote reflective practices, cultural competencies, and the development of professional autonomy. It is concluded that teacher education must respond to social, cultural, and technological transformations, going beyond a technical perspective and incorporating human, ethical, and political dimensions.