Abstract
This article aims to analyze the theoretical and practical approaches related to the ongoing training of teachers and its contribution to the professional development of teachers. Based on a literature review, the study explores central concepts, training models, and the impacts of these initiatives on the daily school routine. Ongoing training is presented as an indispensable element for improving the quality of teaching, while at the same time facing challenges such as the lack of structured public policies and the alignment between theory and practice. Based on authors such as Schön, Nóvoa, Tardif, Imbernón, Pimenta and Freire, the importance of reflective and collaborative practices that promote teacher autonomy and respond to contemporary educational demands is highlighted. The article concludes that, although there are significant advances, there are gaps in the implementation of ongoing training programs that guarantee the effectiveness of training actions in Brazil. Thus, a more critical and integrated look at educational policies and their implications for professional development is proposed.
Published Version
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