Why is teacher training important?

Does the teacher education that is currently taught in the faculties correspond to the reality that future teachers will find in the classrooms? Are there tools to face education in the 21st century? Do we give enough importance to the continuous training of teachers? Three education experts give us their opinion on this! Are you going to miss it?

The European Union rightly stated that one of the general competences of the European citizen of the 21st century was that of lifelong learning; in a world in constant change it cannot be otherwise. Now, if this competence is a key piece in adapting to the world in which we live, the responsibility to develop it is multiplied when we talk about the group of people who train and educate children and young people, since they are laying the foundations for their full development, as well as so that they can be citizens committed to the improvement of society, life or the planet. 

This qualification of the teaching staff must be acquired from the initial training, which can be objectively improved. That said, there is already a gap between the training received and the skills that are really needed in the performance of one of the most complex professions that exist. 

We can add to this that the development that is being given to education thanks to research, neuroscience and successful experiences from anywhere in the world is, today, very close to hand. This opens doors and windows to travel in a career that, although sometimes it seems stressful, is still a necessary challenge since it provides us with tools so that the teaching task is accompanied by better strategies, techniques and models that help them to achieve its current goals.

Improving the quality of the teaching-learning process requires influencing aspects such as teachers, programs, students, infrastructures, evaluation, among others. Changes in teacher training require directing the teaching activity towards the development of capacities, skills, attitudes and values ​​that enable the training of competences to adapt to social, economic and technological changes, and transform our reality. 

Faced with the traditional methods of knowledge transmission and teaching focused on the teaching role, and not on learning, nor on its self-regulation, the learning process is positioned as the central axis of methodological change. The competency-based teaching-learning model highlights that the important thing is not what the teacher knows or does, but what the students learn and how they learn it. All of this entails the challenge to the faculties of education of a continuous scientific and technical updating of their knowledge, and of the acquisition of new professional skills as teachers and for future teachers. Hence the need for teacher training to arise from a process of continuous professional development, which must continue throughout life,

Finally, emphasize the responsibility that falls on the faculties of education and teacher training, as references in the creation of scientific, pedagogical and didactic knowledge, to train university students and, especially, for didactic transposition, since the orientation and The quality of this professional training will have an impact on all other educational stages.

Why is teacher training important, for the same reason that ongoing training for doctors, lawyers or engineers is important. I imagine that no one would like to know that their doctor continues to use the resources and prescribe medicines of 50 years ago, when the suitability of new treatments or drugs has been scientifically proven. In the same way, no one would like to have a drug tested on their children that had not been verified and approved by the competent bodies.

However, it is common to see how proposals are tested in classrooms that, far from being proven in their functionality, effectiveness or transferability, are happily experimented on and shared on social networks for others to put into practice.

We need quality teacher training, but it is clear that the current one has been proving for years that it does not generate a substantial and widespread change in the classroom (and allow me to generalize, although I know it is never good). There is no positive relationship between investments of time, effort, and money and innovation seen in classrooms.

What if we raised a different training? What if it were invested in generating centers of true innovation that serve as an example? What if we allow teachers to spend enough time in centers where they can know, check, experience and share true innovation to later bring it to their center?

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