Initial teacher training: progress and setbacks? Introductory note

Abstract

In the constantly evolving landscape of education, the relevance of initial training for educators and teachers is fundamental and cannot be underestimated. It is essential for laying the foundations for the future of education and teaching, directly influencing the competences, perspectives and methodologies of future education professionals. However, the advances and setbacks in official guidelines and in the programmes provided by higher education institutions have ‘woven’ a nuanced web of misunderstandings, challenges and opportunities, requiring a critical analysis of its current state.
At the centre of this discourse is the issue of preparing or training future teachers. How well prepared are educators and teachers to face contemporary classrooms influenced by complex socio-cultural contexts and the different needs of children/students? How are educators and teachers coping with the need to restructure classrooms due to ongoing technological advances, and the need to rethink pedagogical action? What is the quality of initial teacher training frameworks and programmes to equip future educators and teachers with the most appropriate tools, methods and strategies?