Initial teacher education: The current model and the keys to change

Abstract

This article presents the innovative trends in initial teacher education. The analysis is based on substantiated references accumulated by the authors in previous works using a qualitative methodology that guides the review of the literature through a priori categories of analysis. We are currently witnessing the exhaustion of the initial teacher training model in the face of the challenges posed by the first two decades of the 21st century. The literature identifies two primary areas in which the 'emergence' of an innovative model can be recognized. On the one hand, changes in the structure and organization of training and, on the other, the transformation of the pedagogical model that supports initial teacher education programs. The work that is presented focuses on pedagogical models and delves into cases of rupture with the traditional paradigm. The background experiences examined are organized into four innovative processes that would allow the improvement of teacher education: Integration and interdisciplinarity based on key-practices; consideration of the emotional aspect of teaching; the promotion of collaboration and exchange; and the valorization of informal learning and self-training processes.