Active methodologies in the training of university professors of the Faculty of Pedagogy

Abstract

The professional performance of university professors in pedagogical careers is limited by the poor use of active methodologies to achieve better results in the initial training of future teachers. To do so, this article aims to define this concept and identify and characterize some of these new methodologies, as a premise to contribute to the ongoing training of these professionals. Methods such as analysis-synthesis, content analysis and document review were used. The results of the systematization allowed the identification of active methodologies that are considered beneficial for the preparation of teachers.