Abstract
Teacher training is a widely discussed topic in educational literature, addressing both initial preparation and the ongoing professional development of educators. Key criteria for distinguishing a comprehensive teacher include their pedagogical approach, the theory-practice relationship, and the necessary competencies that set them apart. This scientific article aims to systematically analyze the literature of various studies related to teacher training, its importance in classroom practices, and professional development, contributing significantly to the state of the art. The methodology employed is qualitative and documentary, involving an in-depth review of documents that highlight the importance of teacher training for the effective development of classroom practices.
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