In the midst of the pandemic, how was the development of a new teacher training program conceived?

At Dante, teacher training has been a top priority even before the pandemic. We cannot conceive of an educational initiative that does not involve reflection on in-service and on-the-job training. During the pandemic, we continued—remotely—a training program that had already been in place before the pandemic. At this time, obviously due to the pandemic, we focused on the increased need for digital resources and on developing the skills necessary for teachers to be sufficiently prepared so that we could achieve our model of excellence in virtual (online) education.

At the same time, the school is funding a training program focused on developing skills in managing digital environments. It’s important to remember that we have an Educational Technology department that also provides training for our teachers. We have professionals available to provide what we call “peer-to-peer” support. So, in addition to the courses offered, teachers have access to people who can answer their questions and foster this professional development, especially in the field of technology.

 

How did the teachers react to this initiative? 

As I mentioned earlier, the reception has been excellent, even before the pandemic. The school places a high priority on professional development from the moment a teacher begins working with us and throughout their career, whether through the availability of internal resources or through grants.

 

What challenges did you encounter during this process?

The biggest challenge in teacher training is identifying where each professional stands in their development, so that we don’t take a one-size-fits-all approach to training. Just as we advocate for personalized learning for our students, we also need to understand that this must apply to our teachers as well.

Another challenge is for teachers to have a specific schedule, since they have been under a lot of pressure due to the pandemic.

Schools need to understand and address these demands. On the one hand, there is the demand for highly qualified professionals (and it is also the school’s responsibility to foster this qualification); on the other hand, there is the need to align this demand with the teacher’s schedule. 

 

The changes required in education due to the pandemic have driven new demands in teacher training. Beyond technical issues and specific knowledge, has this training also addressed the social-emotional aspects of teachers’ work?

This question highlights an aspect that was particularly relevant during our journey through the pandemic. Not only the students, but the entire teaching staff needed to take care of themselves. These were times marked by a mix of stress, the pursuit of excellence, and care for the students. And at various points, socio-emotional issues took precedence in the school’s care for everyone. We organized opportunities for staff members to receive support, not only through health insurance but also from teams specializing in emotional well-being. We already had this program in place internally for students, and we extended it to teachers so that we could foster emotional and mental harmony, enabling us to stand stronger together in the face of the adversity brought on by the pandemic.

 

What results have been achieved so far as a result of this teacher training?

It is important to remember that this training is not over. It is an ongoing process. We are constantly evaluating the progress and challenges that each training program brings and planning the next step. The pedagogical quality that has been maintained throughout the pandemic is a noteworthy achievement—the teachers’ engagement and the improvement in pedagogical processes. All of this is a set of actions that we need to celebrate and that are certainly connected to teacher training. But not only to that. Teacher training must be systemic and organic within institutions. It must be connected to other issues that the school addresses: caring for teachers during the pandemic, and actively listening so they can voice their fears and needs. All of this relates to a specific situation but goes beyond it. It highlights the need for schools to see themselves as places where students bring their needs—and so do teachers. I now see a better school, despite all the challenges we’re facing. I see a school that has evolved, that has undergone a significant learning curve, but that has put itself to the test and “moved on to the next grade.”

 

Did you notice any impact on the students after this process with the teachers? 

We don’t rely on just one indicator to understand the student’s relationship with the school. We work hard at the school to foster a culture of peace, nonviolent communication, a welcoming environment, and active listening. I think all of this helps students and the community realize that the school cares about everyone.

Teacher training speaks volumes about this. But it must be part of a broader school initiative, in which teacher training plays an important role but must also incorporate other educational elements that complement that training.

 

What are the expected consequences and future prospects following this teacher training program?

Understand the real needs of each teacher in their professional practice, examine contemporary trends, and identify the proposed paths in terms of teacher training and methodological approaches, and translate these into a proposal that takes into account the school, its unique characteristics, the school’s culture, and its educational mission. The goal is to continually improve, building on what has already been accomplished to foster an environment of ongoing professional development where students, teachers, and the school all learn.

 

Does innovation in schools also incorporate technology into the teacher training process?

Absolutely. For us, even before the pandemic, this was already a common practice. And the pandemic made it clear just how much we need to integrate technology into the curriculum. It was a turning point. From now on, teacher training cannot continue in the same way it was conducted before the pandemic. We had the technological aspect that drove improvements, reflections, and challenges. Schools have learned to deal with this in a more integrated and inclusive way, transforming the curriculum, the people, and the school itself.

 

How do you view the importance of human development in conjunction with technology and new resources for people management?

This is a topic I’m very passionate about. I always say that the more technology we use, the more human we need to be—especially in our relationships. I’m a proponent of technology, but I prioritize people over technology. From this perspective, I’m certain that if we use technology safely, ethically, and sparingly, we can indeed improve human relationships. It’s not a simplistic or obvious relationship. But I believe that, at our school, this has been the guiding principle. Technology can help, as long as it’s guided by well-prepared human beings who are, above all, aware of both the limits and the possibilities that technology offers us.

 

In addition to the pandemic, other social demands have accelerated various processes in the world of work, placing teachers in this context as well. Does the training program offered by Colégio Dante Alighieri look toward the future of Brazil and education in order to help teachers adapt and take on new challenges?

That’s a question that would make for a great article. As I said earlier, teacher training must be holistic, systemic, and sustainable. It must be connected to the school’s pedagogical needs, but it also needs to maintain a constant dialogue with the world—with what’s happening outside the school. Only then can it establish itself as an element that truly improves teachers as professionals, but above all, as human beings. It’s impossible to conceive of teacher training that doesn’t begin with this dimension of the real world. Training must be grounded in a pedagogy of hope, affection, and excellence, and in a culture that connects people—above all, by providing a space where people feel completely at ease sharing their aspirations, needs, perspectives, and contributions.

School is a wonderful place for learning, but it’s also a place where we can be bold and try to make the world a better place. This involves training, education, our school, and all the people who make up our school community in our day-to-day lives.

 

 

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About the guest:

Valdenice Minatel Melo de Cerqueira

She holds a bachelor’s degree in Education from the State University of Campinas. She earned her master’s and doctoral degrees in Education: Curriculum (with a research focus on New Technologies) from the Pontifical Catholic University of São Paulo (SP). She is currently the Director General of Education at Colégio Dante Alighieri (SP) and has also served as Director of Technology at the same institution. She is the editor of the pre-scientific journal *InCiência*.

 

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