THEORY AND PRACTICE IN THE TEACHER EDUCATION PROCESS
DOI:
https://doi.org/10.57108/iesj.2026.6-1.7Keywords:
teaching mediation, interdisciplinary approach, critical education, inequalities in the educational field, curriculum organizationAbstract
This article aims to discuss the challenges and possibilities present in teacher education, with emphasis on the articulation between theory and practice. From this perspective, it seeks to analyze the effectiveness of current training programs, as well as the obstacles and limitations faced in the teaching profession, in addition to the resources and strategies capable of strengthening the performance of a committed professional aligned with the demands of the contemporary school context. The study is also situated within the debate on educational inequalities in Brazil and the urgency of pedagogical practices with a transformative character. The research is based on a bibliographic review, including reflections on supervised internship and its relevance for the development of a critical, guided, and conscious teaching practice. Thus, the importance of integrating theoretical knowledge and practical experience in the training process is highlighted. In this way, the study seeks to understand the relationship between theory and practice and its contribution to the education of reflective and critical teachers who are aware of their social role, emphasizing the need to expand spaces for reflection in teacher education programs as a strategy to strengthen this formative path.
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