From knowledge transmission to pedagogical innovation: the role of teachers in contemporary education
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Teacher education faces significant challenges in the 21st century due to rapid social, technological and educational changes. This article analyzes the evolution of the teacher’s role and the persistent gap between theory and practice in initial teacher education programs. Through a documentary analysis with a critical-hermeneutic approach, 230 articles selected from a base of 3130 documents extracted from Web of Science and SCOPUS were reviewed. Findings show that traditional teacher education has prioritized theoretical knowledge over the development of practical competencies, hindering effective preparation of educators. In response to these limitations, the study proposes a comprehensive training model that articulates reflection on practice, situated learning and the role of the teacher as researcher and facilitator of knowledge. Five key functions that teachers must assume today in order to respond to contemporary educational demands are identified. The article emphasizes the need to transform teacher training through active and integrative methodologies that allow closing the gap between academic knowledge and educational reality. These reflections contribute to the construction of an educational model that is more equitable, innovative and in line with the needs of the 21st century.
- Teacher education
- Pedagogical practice
- Teaching role
- Educational quality
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