Teacher training and pedagogical models in the Latin American context of teaching

Abstract

This article deals with some specific aspects related to the pedagogical models of teacher training in the Latin American context of teaching. The study was proposed as a documentary inquiry whose main purpose is to analyze the theoretical arguments that have been built regarding the pedagogical models and current trends in the Universities of Venezuela, Colombia and Ecuador. For this purpose, we walk through some conceptual theoretical contents that express their daily life within the pedagogical actions of the teacher articulated to the subsisting problematic reality in the scenario of university education. As a conclusion, there is a close relationship between pedagogical models and teacher training. According to De Sousa (2012), there is no single pedagogical model capable of solving training problems, however, it is important to give it the true meaning and relevance that they have since they represent tools that regulate and normalize the educational process, defining the purposes and objectives of what should be taught, the level of generalization, hierarchy, continuity and sequence of the contents.