THEORETICAL AND PRACTICAL FOUNDATIONS OF SCHOOL-BASED SUPPORT: CONTINUING TEACHER EDUCATION, TEACHER KNOWLEDGE, AND TEACHER IDENTITY FOR THE SYSTEMATIZATION OF SUPPORT FOR STUDENTS WHO ARE VICTIMS OF ABUSE
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https://doi.org/10.63330/aurumpub.064-006Palabras clave:
Continuing Teacher Education, Pedagogical Practice, Teacher Identity, Teacher Knowledge, Teacher Professional DevelopmentResumen
The contemporary school environment has come to assume functions that extend beyond the teaching of formal content, becoming also a space for protection, support, and social intervention in situations involving vulnerable children and adolescents. Within this context, teachers occupy a strategic position in identifying and supporting students who are victims of abuse, requiring technical, emotional, and ethical preparation to deal with complex situations. This study aimed to analyze the importance of continuing teacher education, teacher knowledge, and professional identity in the systematization of practices for supporting students who are victims of abuse within the school context. The research is qualitative in nature, based on a bibliographic design and an interpretive approach, drawing on books, scientific articles, and official documents related to teacher education, pedagogical practices, and the comprehensive protection of children and adolescents. The findings indicate that the absence of specialized training and institutional protocols contributes to teachers' insecurity and to the fragmentation of support practices. The study also found that continuing education promotes the development of socio-emotional competencies, strengthens professional identity, and enhances teachers' capacity to respond to situations of violence. Furthermore, teacher knowledge extends beyond mastery of subject matter to encompass relational and experiential competencies that are essential for the development of humanized pedagogical practices. It is concluded that the articulation among continuing education, teacher knowledge, professional identity, and institutional organization is essential for developing more effective support practices, thereby contributing to the comprehensive protection of students and strengthening the school as a space of care and the safeguarding of rights.
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
