The two parts of this work deal with the theory and practice of teaching within the framework of institutionalized education.

The first part presents the historical and epistemological contexts of the development of teaching and then addresses fundamental theoretical questions regarding the concept and nature of teaching, its relationship with learning, its role in education, and the role of the educator in the teaching and learning process.

In approaching these questions, this work does not adopt any official and established theory of teaching but turns to the educator's thinking and proposes tools and processes for recording, systematizing, realizing, processing, and negotiating with others their personal views on these questions.

This system of perceptions constitutes the Personal Theory, which the educator adopts and continuously negotiates with themselves and others, given that the questions and the educators' perceptions about them are largely of a value-based nature and have pedagogical, moral, and social implications.

This finding underscores the necessity for the educator to maintain a critical and reflective attitude towards their choices and education.

The second part of the work, which refers to the practice of teaching, adopts the critical and reflective approach of the first part and shapes the framework for organizing alternative Teaching Strategies, which are offered for the implementation of the educational goals of a modern Curriculum.

These strategies, by incorporating critical thinking skills and attitudes into the learning process, contribute to the acquisition of knowledge, the deepening of understanding, and the development of students' critical thinking.

Thus, they ensure students the conditions for self-regulated learning and social behavior, for lifelong learning, and for the role of active and responsible citizens in the social fabric.