Keywords
Higher education
Science
Technology
Social
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Abstract
Objective: To analyze how complementary training strategies, such as active methodologies and reflective practices, contribute to the consolidation of teacher identity and to a critical and inclusive higher education. Literature review: It was demonstrated that, in different national and international contexts, towards a critical and reflective perspective, four central axes guide the constitution of teacher identity and the production of pedagogical knowledge: (i) theory-practice relationship, (ii) practice in learning to teach, (iii) supervised internship, and (iv) reflective practice. Practice assumes a structuring and plural role in teacher training, involving teacher educators, undergraduate students, and basic education teachers, being mediated by university-school interactions. Active methodologies and critical reflection constitute central pedagogical practices for consolidating the "being" and "knowing how to be" a teacher. The teacher becomes an agent of social transformation, articulating technical-scientific knowledge with humanistic values. Final considerations: Complementary training is a continuous process of professional and human development. It is concluded that the teacher, by integrating technical-scientific knowledge with humanistic values, acts as an agent of social transformation. The use of digital technologies and the valuing of diversity enhance teaching, promoting greater equity and participation in the knowledge society.
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