Uma reflexão sobre os métodos de ensino e os desafios enfrentados pelas instituições educativas na formação docente

The training of teachers has been addressed by various theorists, being an extremely relevant topic in the school environment. Authors like Nóvoa (2012) argue that teacher education should go beyond practice, incorporating critical reflection and creativity. In this sense, a transformation in teacher training is necessary, shifting from models that were once pragmatic and impersonal to those that integrate collaborative and reflective practices. Despite the advances, Gatti (2016) highlights that teacher education remains a significant challenge for policies and institutions. In this context, the Professional Master’s in Education emerges as an opportunity for change, offering deeper training and addressing issues that can be beneficial for teacher qualification. Zeichner (2015) and other authors emphasize the importance of connecting theoretical training with real practice in schools, which is why investing in teacher education is crucial to fostering a harmonious and productive classroom environment. The main objective of this work is to reflect on teaching methods and the challenges faced by educational institutions in teacher training, through a bibliographic review of authors such as Bernardete Gatti, Carlos Marcelo, Magda Soares, Antônio Nóvoa, among others.