The purpose of the article“Challenges of the Collaborative Resonance Model in Initial Teacher Training,”by Eduardo Rodríguez Zidán—deputy academic coordinator of graduate programs at the Institute of Education—and Javier Grilli—instructor at the Litoral Regional Teacher Training Center—was to analyze two models of teachingpracticefor the training of secondary school teachers.
The article, which appears in volume 32, issue 62 of Educar em Revista, compares the historical model of teaching practice—based on individual work and with little pedagogical supervision—with the “collaborative resonance” model—a “training space” with “strong coordination” in pedagogical practices and supervision, as well as in evaluation and work.
After reviewing various international studies—and based on an analysis of the information gathered—the authors observed that the “collaborative resonance” model is an “effective approach for driving meaningful changes in the practical training of future secondary school teachers.”
At the same time, they note that implementing this approach “poses a significant institutional management challenge.” “The data collected support the idea and the need to establish stronger and more effective coordination between the educational practice site and the training institution,” they conclude.