Initial teacher training: key to educational transformation in Colombia
DOI:
https://doi.org/10.69821/rer.v3i1.32Keywords:
Educational quality, Escuelas Normales Superiores, Initial teachers training Educational institutions, education policy, Teacher education systemAbstract
This article reflects on initial teacher training in Colombia (FID), with an emphasis on the Complementary Training Program of Higher Normal Schools and its impact on the quality of education in the country. Based on a review of the literature and an analysis of regulatory frameworks and recent academic studies, the article examines the categories of initial teacher training, as well as the pedagogical, mission-oriented, and regulatory nature of the PFCs that structure these programs and contribute to the quality of education in the country and the cohesion of the teacher training system. It argues that educational quality cannot be separated from the strength of initial training and that PFCs, due to their institutional and historical configuration, have significant potential to contribute to educational transformation. The article provides an integrative reading that links educational policy, curriculum, and teacher training, proposing to understand initial training as the structural foundation for the sustained improvement of the Colombian educational system.
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