Reflections on teacher training

the complex process of becoming a teacher

Abstract

This theoretical essay aims to encourage debate and reflection on teacher training and the factors that influence it, with a focus on the process of building a teacher's identity - the way in which an individual becomes a teacher, articulating knowledge throughout their training and in the exercise of their profession. Based on a review of the theoretical framework that has underpinned the models of teacher training underway in the country in recent years, I reflect on the process of initial and continuing teacher training carried out by us, teacher trainers, and on the possible consequences of this form of training. I'm organizing this reflection around the following questions: Does a teacher's initial and ongoing training influence their daily work and the way they constitute their teaching identity? Does this training determine what they do and the relationships they establish in the course of teaching? What other factors influence the constitution of a teacher's identity? In an attempt to answer these questions, based on the references consulted, it is possible to infer that the complex process of becoming a teacher involves many issues, as well as many difficulties. Both need to be considered when drawing up proposals for teacher training, whether initial or continuing. Thinking about teacher training involves much more than just considering theoretical and methodological assumptions. We have to consider the space in which the educational action takes place, the individuals involved in the process, and the relationships that are established between individuals and knowledge.