The Fedathi Sequence in teacher education: a systematic literature review

Abstract

The assessment of teacher quality, previously based on education and certifications, has in recent decades begun to emphasize the development of skills and abilities through teaching methodologies. The Fedathi Sequence stands out in this context for promoting autonomy and critical reflection in student learning. However, its implementation cannot be dissociated from institutional conditions and public educational policies, such as continuous training, time for planning, and adequate infrastructure. This research aims to understand the application of the Fedathi Sequence in teacher training and its involvement with management policies. The research adopted a qualitative and exploratory approach, using a systematic literature review according to the PRISMA statement. The inclusion criteria selected studies that discuss the Fedathi Sequence and its application and impact on teacher training, resulting in 1042 identified works and 12 selected articles. The data were organized into tables, and the analysis followed Bardin's categorization. The results show that the Fedathi Sequence is applied in different educational contexts, with its phases (Position Taking, Maturation, Solution and Test) being fundamental to the learning process. In the field of teacher training, the methodology has been integrated into development programs, promoting reflective and innovative practices. However, the analysis of the publications reveals a gap in the discussion on educational policies, indicating the need for further study in this area.