Primary teacher training: a necessity and priority in every territory

Abstract

The training of primary school teachers is a priority and an urgent necessity given the challenges of our times. This requires leveraging the potential of the teacher training system, with practical experience at its core, based on the demands of the graduate model within the teacher training process at the Pedagogical School. With this aspiration in mind, the objective is to describe how students at the Pedagogical School develop as they progress through the different levels of practical experience, which serves as an integrating and dynamic component of their training as primary school teachers. The methods used include, at the theoretical level: historical-logical analysis, theoretical systematization, analysis and synthesis, and modeling; and at the empirical level: observation, surveys, interviews, critical thinking and collective construction workshops, as well as experiential pedagogical learning. The most impactful outcome is the development of students' knowledge, skills, experiences, and a deep commitment to the profession. They face life's problems responsibly and consciously educate themselves to collaborate in building society through work practice, through the levels through which the student's development progresses; therefore, a link between theory and practice is evident, based on the cognitive and affective-motivational aspects under the guidance of the tutor in knowledge and being, which contributes to the training of primary school teachers.