THE URGENCY OF INNOVATIVE PROPOSALS FOR TEACHER TRAINING

Abstract

This article discusses the urgency of innovative proposals for teacher training, considering the contemporary challenges of daily school life and the curricular and professional demands that permeate teaching. The objective of the study was to analyze why traditional training models have proven insufficient and what innovative paths present themselves as more coherent possibilities with the current educational reality. The methodology adopted was bibliographic research, with analysis of works and documents that address initial and continuing training, teacher professional development, the theory-practice relationship, teaching methodologies, and educational guidelines. The results indicate that formative innovation needs to go beyond superficial changes, requiring continuity, connection with the real school, strengthening of teacher collaboration, and reflective practices supported by institutional monitoring and support. It was also observed that educational guidelines and policies reinforce the need to reorganize training processes, but that transformation depends on effective changes in the training culture and in the working and learning conditions. It is concluded that innovative proposals in teacher training are urgently needed because they contribute to strengthening the profession, building a more consistent pedagogical repertoire, and improving learning, provided they are linked to clear objectives, concrete conditions, and meaningful training processes.