Teacher training: how to develop professionals for different scenarios

The new education scenario further highlights the need to invest in better teacher training in Brazil.

The teacher education is an issue that does not always receive as much emphasis as it should. Do we really stop to think about the way that future teachers, responsible for teaching children and young people who will be the future of the country, are being taught?

This is a super interesting question and one that should open our eyes to an increasingly latent need to update teacher training , something that only benefits all parties involved.

Teachers who learn better can teach their students better, these are integral parts of the evolution of our country. With this, society will benefit, including a portion of people who will also enter the teaching career and, because they have more solid and current bases, will have an even better performance.

This learning should be geared towards preparing teachers for different scenarios. A few years ago, it was enough to prepare them to face a classroom and know how to deal with it, but in times of hybrid teaching and a real revolution in teaching, this is no longer enough.

In a VUCA ( Volatile , Uncertain , Complex and Ambiguous world ; or volatile, uncertain, complex and ambiguous), teachers need to be prepared for the most varied scenarios, such as hybrid teaching and online teaching, whose strength only has to grow with over time.

Continue with us to understand how teacher training should be done from then on, so that these professionals are prepared to face new challenges and, thus, manage to contribute intensively as true transformers of society.

How should teacher training be carried out to prepare professionals for the new educational scenarios?

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  • 1How should teacher training be carried out to prepare professionals for the new educational scenarios?
    • 1Preparedness to deal comfortably with technology
    • 2Socio-emotional equipment
    • 3Encouraging pedagogical residency
    • 4Looking at data
    • 5Reinforcement of the contents that will be taught in the classroom
    • 6Efforts by educational institutions to update trainers
  • 2It is important to update teacher training in Brazil to prepare better and better teachers

This is a very broad question, which can start a long and intense debate, permeated by a series of issues, needs and gaps in relation to what is already happening, but we have separated some of the main ones.

It is interesting to note that most of them are not specifically about hard skills (technical skills), but soft skills (behavioral skills), which already reveals a great change in which we look at teacher training – and several other professionals, as a matter of fact.

The points we separate to comment on this issue are as follows:

Prepared to deal comfortably with technology

It is not new that technology helps in education . According to aprenda.online, a platform created by the Lemann Foundation, more than 12 million Brazilians access education tools over the internet, such as video lessons, games and tips.

The data refer to 2016, which proves that the use of technology has been occurring for a long time, and the digital migration in education enhanced by the pandemic only shows what the area is destined for: an increasingly strong presence of digital.

However, at the same time that technology is so necessary, it is noted that teacher training does not focus as much on this as it should. According to a survey by the Península Institute , 83% of teachers still feel unprepared for virtual teaching.

If this was already an important demand, today it is even more significant. The hybrid teaching ( learning blended ), combining the teaching in and out of the classroom and emerged as the solution to return to regular classes, tends to have an ever greater participation in education.

As this is a path of no return, which is great, by the way, teacher training in Brazil should include materials, content, techniques and practices that familiarize teachers with digital tools and, thus, allow them to feel good when using them.

Also read: Online education vs. remote education: are we ready?

Socio-emotional equipment

Socioemotional has always been important in education, starting with the teacher himself. We have already commented here, in our article on Burnout Syndrome , that approximately 15% of teachers suffer from this psychic disorder of complete emotional, physical and psychological exhaustion.

In addition, we must also consider the importance of socioemotional in dealing with students, something that applies throughout the educational process, but is reinforced now, in the post-pandemic period, when the “new normal” is still far from be normal.

Many students were unable to study well while face-to-face classes were paralyzed, such as due to the lack of access to smartphones, tablets, computers, notebooks or even a stable and fast internet connection, which greatly impaired their learning.

This is a very significant situation, in addition to the fact that many students have gone through complicated family situations, such as the loss of work by their parents and guardians and even the loss of loved ones as a result of COVID-19 and all its ramifications.

The socioemotional in teacher education is not only applied to the pandemic scenario, but also in a world of rapid transformation, such as the concept of VUCA that we discussed earlier. So much volatility, uncertainty, complexity and ambiguity also influence students’ lives.

Therefore, dealing with the socioemotional was already important, let alone now, and it is a fact that teacher training must take this into account so that professionals are prepared to deal with issues on this spectrum.

Incentive to pedagogical residency

We are already used to medical residency, in which newly graduated doctors work in practice in a hospital environment, where they put their knowledge to the test and learn how the theory of books applies to everyday life.

The same familiarity should exist with the pedagogical residency, which although applied in a different scenario, has the same objective: to prepare teachers for what awaits them in their professional careers.

By encouraging pedagogical residency in teacher education , such professionals will be able to actively participate in the life of the school and understand how they operate, which is quite different from studying within the classroom of the faculty of pedagogy.

Who knows what teacher education is, understands that the process must contemplate as many situations as possible that professionals can go through in their trajectories, and submit them to practice while being assisted by specialist doctors – or rather, by experienced teachers – is highly profitable.

Data-oriented look

As with professionals in practically all areas, knowledge of data is increasingly required to guide learning, which can bring a totally different point of view for the teacher.

It is not always thought of, but the volume of data generated daily by a school is enormous. Notes, frequencies, documents, enrollments and curriculum are among the sources, in addition to information about teachers, staff, alumni and the content covered.

Such data, which represent a large volume, must be analyzed thoroughly in search of relevant information for decision-making in the teaching-learning processes, which puts the teacher in an even more privileged position in this regard.

With regard to evaluations, we can mention the work done by Prova Fácil Regular Assessments , which generates information by crossing the results of the applied tests, so that the teacher has reports of student performance and, thus, a macro view of the results .

In practice, he can, for example, analyze which questions had a higher error rate and, thus, think of a reinforcement to help clarify the doubts that the students may have had at the time of the activities.

It should be noted that the insertion of data and its subsequent analysis are done in a simple and intuitive way, which helps a lot in the adaptation and usability on the part of teachers and other teachers who use it.

Read also: Data in education: how they help you get to know your students better

Reinforcement of the contents that will be taught in the classroom

According to a survey carried out by Inep, 19.1% of Enem 2014 candidates who entered a pedagogy degree the following year would not be able to obtain a high school certificate with the exam grade, as shown in this article from Folha de S .Paulo .

This shows us that, sometimes, the difficulty that some teachers present in the classroom is not the lack of didactics, but rather the mastery of the contents that they must teach, which can be the result of gaps in their previous training when they are still was a student.

Therefore, it is interesting that teacher training in Brazil takes into account these gaps and, therefore, reinforces some of the main content to be taught in the classroom, in addition to guiding future teachers in the best ways to assimilate these and others contents.

With a full mastery of what you want to teach, the chances of optimizing the teaching-learning process become much greater.

See also: How to value the role of the teacher in Brazil?

Efforts by educational institutions to update trainers

Finally, but by no means less important, it is necessary to invest in updating the trainers, that is, teachers who teach future teachers, with all the concepts that we cover in this content and with several other subjects that refer to the new scenario of education.

It is necessary to prepare teachers to deal with challenges that they will face today, but if the teachers who teach them are still rooted in very old techniques and practices that no longer apply, this renewal is much more complicated.

Therefore, instead of looking only at the figure of the newly graduated teacher who may have some gaps in relation to the learning processes, it is important to expand the field of vision to also see who were the professionals who were behind their teaching and which was the methodology applied in teaching.

This is an issue that does not focus on the age of teachers, but on their modus operandi in relation to teaching. After all, they must be prepared to guide future teachers on what they will actually encounter in the classroom and digital classrooms.

However, we must emphasize that this is an assignment for education managers and for the budget of educational institutions, which must invest in the training and development of teachers to, thus, allow a continuous and so important evolution in the VUCA world that we comment on and in that we live.

It is important to update teacher training in Brazil to prepare increasingly better teachers

Anyone who understands what teacher education is knows that the process is fundamental for the whole society, since it is related to the learning received by professionals who will guide children and young people, who are the future of our country and, by extension, of the whole world. .

In a world in which updates take place so quickly, we cannot fail to look at the processes that form teachers and teachers. Optimizing them is essential for the education scenario to be better and better.

The teacher training is an absolutely commendable process, and update it according to the reality now in education is necessary, which only benefit everyone involved.


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