The training of Ecuadorian teachers has traditionally been linked to the guidelines of public policy and the national curriculum, which have defined teaching, classroom work, and what initial teacher training institutions should prioritize in terms of teacher training. In recent years, there have been major transformations in the education sector, in addition to the revaluation of teacher work. New formative challenges are posed, not only from the perspective of the teacher as the executor of a curriculum, but also as a fundamental actor in the educational process. It is necessary to rethink teacher training from and for critical reflection and research, for reflection on the curriculum, on their own practices and their pertinence in relation to the contexts in which they are developed.
|Translated title of the contribution||New Challenges to Rethink Ecuadorian Teacher Training|
|Original language||Spanish (Ecuador)|
|State||Published - 2 Dec 2012|