FROM TRADITION TO MODERNITY IN TEACHER TRAINING AND PRACTICE: A CRITICAL ANALYSIS

Abstract

Contemporary education faces the challenge of adapting to a constantly changing environment, which demands a profound transformation in teacher training and practice. This essay critically analyzes the transition from traditional paradigms to modern pedagogical approaches. It addresses the problem of the gap between prevailing training models and the demands of innovative teaching practice, identifying the tensions and contradictions arising from this coexistence. Through a critical-reflective approach and a literature review, constructivist, socio-emotional, and critical pedagogy theories are discussed, substantiating the need for teachers to act as facilitators and agents of change. The findings reveal a persistent dichotomy between the discourse of modernity and the reality of practice, suggesting that resistance to change can be a defense of ingrained structures. A hybrid and resilient model for teacher training is proposed, integrating valuable aspects of tradition with innovations, fostering systematic reflection, an integrative curriculum, and support through communities of practice. The conclusions underscore the urgency of redefining the educator's role and the need for future research on the implementation of these proposals and the impact of new technologies.