TEACHER TRAINING AND SCHOOL CULTURES

Abstract

Teacher training is a central axis for understanding and transforming school cultures, as it directly influences pedagogical practices, institutional relations, and teaching and learning processes. This article aims to analyze the relationship between initial and continuing teacher training and school cultures, understood as the set of values, norms, knowledge, practices, and meanings historically constructed within educational institutions. The research is based on a qualitative, bibliographical approach, anchored in authors who discuss teacher training, professionalization of teaching, and school culture. The results show that teacher training is not limited to the acquisition of technical skills, but involves ethical, political, and sociocultural dimensions that contribute to the construction of professional identities and the re-signification of school practices. It is concluded that critical and reflective training processes favor the strengthening of democratic, collaborative school cultures committed to meaningful learning and educational equity.