Revista Internacional de Formação de Professores

Moroccan School Reform

2025-04-23T19:26:28+00:00

This article analyzes the impact of the Pioneering Schools Program (PEP), an initiative of the Moroccan 2022-2026 education reform, after one year of experimentation. The PEP employs structured pedagogies, explicit teaching, and the Teaching at the Right Level (TaRL) approach to address the learning crisis in public schools. Through four independent evaluations, the study assesses the program's effects on learning outcomes in Arabic, French, and mathematics in primary education. The results show significant gains, with an average effect size of 0.90 standard deviations, positioning the PEP among the most effective educational interventions in low- and middle-income countries. Success depends on evidence-based strategies, teacher training, strong leadership, and monitoring of learning through the MASSAR platform. The widespread implementation of the program in primary schools and its extension to secondary schools face challenges related to training, funding, and political resistance.

Historical-Critical Pedagogy and academic progression: contributions from a study group (2018-2022)

2025-04-09T00:42:53+00:00

This article discusses the impact of Historical-Critical Pedagogy (PHC) on the academic training of members of a study group in Paraná, Brazil. The study aimed to investigate how the principles and practices of HCP influence the training and professional development of participants. Methodologically, the study is based on a bibliographic and documentary approach, whose data were subjected to content analysis. The results indicate that HCP contributed to the development of critical thinking, intellectual autonomy and academic engagement of the group members. In addition, continuous participation in the study group proved to be essential for the construction of a solid theoretical basis and for the improvement of pedagogical practices. The study showed that HCP plays a central role in the academic and professional growth of participants, encouraging them to continually seek new knowledge.

Are teacher training programs effective?

2025-03-27T12:30:30+00:00

The study compares the effectiveness of long and short teacher training programs in the face of a teacher shortage. Some research questions the superiority of long programs, pointing to a lack of evaluation of their impact and the presence of pedagogical myths. Studies suggest that short programs can be just as, if not more, effective, based on student performance. The authors call for rigorous evaluation of all teacher training programs and the abandonment of educational misconceptions.

Integrative Review on the Teaching of Psychology in Initial Teacher Education in Brazil

2025-02-18T14:59:15+00:00

Educational psychology has influenced teacher education in Brazil since the Normal Schools, through professional regulation in 1962, and the curricula of current teaching degrees. This study aims to understand the contributions of psychology to initial teacher training by analyzing psychological disciplines and content in teaching programs. A qualitative integrative review was conducted, including studies published between 2013 and 2023 in the Periódicos Capes and Scielo databases. After applying inclusion and exclusion criteria, 10 studies were selected, with thematic analysis performed using the Parsifal and MaxQDA software. The results highlight psychology's contributions to theoretical and methodological aspects, with theories such as those of Vygotsky, Piaget, and Rogers enriching the understanding of human development, learning, and cultural diversity. Topics such as bullying and giftedness illustrate psychology's relevance in addressing educational challenges. Despite progress, debates persist about its role as an emancipatory or utilitarian tool in education.

Continuous training of teachers post-covid-19 pandemic

2024-11-18T14:48:02+00:00

This study addresses the importance of initial and continuing teacher training, with the aim of analyzing the evidence left by the COVID-19 pandemic crisis and discussing how it can help in the process of continuing training in the post-pandemic context. In order to answer the central question of this research, namely: how can the evidence left by the COVID-19 pandemic crisis contribute to improving continuing teacher training in the post-pandemic context? We carried out a bibliographical survey analyzing publications between 2020 and 2022 that discuss the impacts of the pandemic on education. The study concludes that, despite the challenges faced during remote teaching, the pandemic also provided learning opportunities regarding educational technologies, which can be incorporated into pedagogical practices. The research offers contributions to rethink teacher education in the post-pandemic period, with an emphasis on developing flexible and adaptable formative practices, prepared for the challenges of contemporary education.