Algunas ideas para la reconceptualización de la pedagogía como fundamento de la formación docente

the current problems of teacher education in venezuela reveal a fragmented, disconnected curriculum both theoretically and contextually; therefore, this study sought to analyze the need for pedagogy to become a foundation and mainstay of the curriculum for teacher education. the factors taken into account in the conceptualization of pedagogy as the core of teacher training were: a) relationship between pedagogy and philosophy; b) pedagogical models and production of knowledge, c) interdisciplinarity of pedagogy, d) teaching and historicity, e) the nature of the subject and object in pedagogy and, as a corollary, f) pedagogy as a science which underpins teacher education. the analysis in this study is assumed as a contribution to the curriculum for teacher training in venezuela, aimed at asserting the relevance of pedagogy in the transformation of the teaching and learning process, education, and the environment, thus responding to national guidelines that grant its prominence for teacher training.