The formative dynamics of the theoretical-practical system in pedagogical training: keys to teacher professionalization

Abstract

Introduction: This research addresses the relationship between theory and practice in teacher training, moving beyond the traditional sequential model that separates these two components to analyze the formative dynamic as a recursive and transformative system in the training of secondary school teachers in the discipline of Biology. Materials and methods: A qualitative approach with a participatory action research design was employed during the 2024-2025 academic year, involving 30 third- and fourth-year students, 23 student teachers, and 2 professors from the teacher training college. Semi-structured interviews, focus groups, document analysis of curricula, and participant observation were used during 120 days of school practice, with thematic analysis using ATLAS.ti and data triangulation. Results: Three constitutive moments of the formative dynamic were identified: an initial imbalance between theoretical knowledge and school reality; productive tensions (normative, temporal, and identity-related) that generate learning when mediated reflectively; and metacognitive reflection as a systemic articulator. The initial diagnosis revealed critical deficits in socio-professional skills: collaborative work (89% at the initial/basic level), conflict management (82%), and adaptation to diversity (76%). Discussion: The findings challenge the direct theory-practice application model, confirming Schön's (1987) postulates on reflective practicum and Zeichner's (2010) on third spaces for hybrid learning. It is identified that tensions are only productive when mediated by collective reflective mechanisms, and it is proposed to prioritize the development of deficient socio-professional skills as facilitators of the training dynamic. Conclusions: Effective training dynamics require systematic alternation between academic and school settings, tutorial mediation mechanisms that transform tensions into learning opportunities, and a curricular conception that evaluates the quality of metacognitive reflection. It is recommended to eliminate the sequential separation between theory and practice and incorporate the analysis of critical incidents from the first year of training.