Continuing Teacher Education Research Articles

The Professional Experience Changes of Teachers in Poland

Introduction. Improvement of teachers is entered in the educational system of each country. It largely depends on the political and socio-cultural expectations of the state. Improvement is aimed at raising the qualifications and competences of teachers, whose knowledge and skills directly translate into the educational success of the pupils. The need to raise awareness of the value of work was a key guarantee for teachers in Poland to keep up with the changing educational and social realities. The Research Aim is to analyse the teacher`s system development in Poland during the post-war period and the beginning of the XXI century. The Research Methods. Analysis of historical and pedagogical literature on the theory and practice of teacher training at schools in Poland. The Research Results. In Poland the issue of teacher training has always received considerable attention. As in other countries, a teacher training system was created, which would be the subject of in-depth analysis and controversy. Over the last decades, the legal framework for teacher training in Poland changed in line with the political situation in education. The importance of institutions that trained teachers and passed state accreditation has increased. The number of non-governmental institutions, involved in teacher retraining, has also increased. The number of non-governmental institutions has also been growing systematically. In-service, training is a key element in the professional development of a teacher. In the teacher improvement development during post-war Poland, at least several stages can be distinguished: the initial period characterized by the diversity and structural incoherence of teacher training; the period of reaching the rational concept of teachers' professional development; a period of full uniformity in the improvement of teachers; the period of building a system of continuing teacher education at the post-graduate level; period as the activity of the Teacher Training Institute and its branch offices stabilizes; development of post-graduate studies and qualification courses for teachers. After 2000s teacher training takes place at three categories: as self-education, intra- school teacher training [WDN] and institutional improvement outside of school. Contemporary professional development of teachers in Poland is also multithreaded, both institutional and non-institutional. Although during the last decades the self-education activity of teachers has increased, institutional forms that improve the skills and competences are still dominant. Instrumental improvement, which is instrumentally treated, unfortunately, but a limited extent, plays the role of a stimulator in the professional teacher development. Therefore, it is necessary to undertake various activities aimed at maintaining the motivation for the development and professional development of teachers. Conclusion. The instrumentally defined process of professional retraining, unfortunately, does not fully, plays the role of stimulator of teacher deve- lopment. Therefore, the process of gradual changes in the teachers` pedagogical activities require not only external control, but also the activity of the teachers, particularly, their acceptance of those values and aspirations as serve-development

Tecnologias computacionais na formação continuada de professores durante a pandemia

Considering the concerns of public authorities about the conditions of teachers, especially in a reality as unusual as the current one, this article discusses tools and methodologies that can be used to ensure the continuing education of teachers in the Brazilian public system during the pandemic. For this, we performed a literature review and a documentary analysis of some of the available technologies. We also reflected on the possible interactions between technologies, the problem of continuing teacher education in an emergency context and the panorama of public education during and after social isolation.

O papel do formador no processo de formação continuada: Formadores ou Informadores

O objetivo desta pesquisa é compreender o papel do formador no contexto da formação continuada de professores, evidenciando sua importância no processo. Para realizar os estudos e fundamentar o artigo, busca-se dialogar com diversos autores renomados, tais como: Nóvoa, Prada, Saveli, Perrenoud, Weisz, entre outros. Para a metodologia adotou-se uma pesquisa de campo, de natureza qualitativa com cunho interpretativo, buscando compreender o objetivo da pesquisa e evidenciar que o formador é o sujeito mais importante na construção da formação significativa para o processo de ensino e aprendizagem do professor e para sua atuação na construção de saberes necessários à docência. A pesquisa foi realizada com 10 (dez) sujeitos, professores de um centro de educação infantil em Campo Verde - MT. A escolha desse campo de pesquisa justifica-se pela presença do processo de formação continuada na instituição. O instrumento utilizado para a coleta de dados foi um questionário, contendo 06 (seis) questões abertas. Os resultados demonstram que cem por cento dos professores reconhecem a importância do formador no processo de formação continuada, deixando evidente que podem oferecer inúmeras contribuições para a práxis em sala de aula; descrevem também que para ser formador não basta ser professor e narram que o ofício de formador requer características especificas para desenvolverem uma boa atuação, tais como: saber ouvir, ser dinâmico, companheiro, ter experiência, dentre outros. Dessa forma, os dados da pesquisa contribuíram para o alcance dos objetivos da mesma, deixando evidente as informações levantadas e as contribuições dos formadores no contexto da educação.

Розвиток професіоналізму фахівця дошкільної освіти у Сполученому Королівстві Великої Британії та Північної Ірландії в системі неперервної педагогічної освіти

We set out to analyze the development of professionalism of a pre-school specialist in the United Kingdom of Great Britain and Northern Ireland in the continuing education system. The continuing education programs in the United Kingdom of Great Britain and Northern Ireland are reviewed. The normative base of the system of continuous pedagogical education is analyzed and the concept of continuous pedagogical education is revealed. One of the main components in the implementation of the concept of continuous teacher education in practice is the creation of an optimally functioning subsystem of professional selection, which provides not only the objective identification of inclinations to the teaching profession, but also the level of formation of moral and spiritual qualities of the future teacher. The structure of continuing education in the United Kingdom of Great Britain and Northern Ireland is examined. Determining dominant factors that form the basis of the theoretical structure of professional development and professional development of specialists are highlighted. Forms of professional development of pedagogical staff by different criteria are revealed: by place, by term, by task, by source of initiative. The United Kingdom of Great Britain and Northern Ireland has not stayed away from European educational integration. This is evident in the multidimensional nature of her educational connections, including her professional development. An effective form of professional development of teaching staff in this context is exchange programs, which are shown in the article. Continuous professional development of the teacher of preschool education causes further development of the teacher as a professional, capable of designing and realization, correction and development of own activity and activity of others, able to work with participants of educational process of any age and any social and psychological status. Therefore, professional development is an integral part of the personal development of a future preschool teacher, which is based on the principle of self-development, which determines the ability of the individual to transform their own life for practical transformation and leads to creative self-realization. Promoting professional development as a continuous, person-centered process of self-projecting of the personality of a specialist allows to understand the conditions, mechanism, driving forces and dynamics of this process. We see further prospects from further exploration in highlighting the progressive experience of pre-school education in the United Kingdom of Great Britain and Northern Ireland.

Representações Sociais de professores do ensino técnico integrado ao médio do Instituto Federal da Paraíba sobre formação docente

<p>Vocational and Technological Education - EPT, in Brazil, is mainly allocated to the Federal Institutes of Education, Science and Technology. However, some teachers who work in this type of teaching do not have pedagogical training to teach classes in technical education integrated to high school, despite having consistent training in their areas of knowledge. Given this reality, the need for initial and continuing teacher education of teachers working in EFA has been increasing in the host of these institutions and raising academic debates on the subject. As a way to contribute to this theme, this research aimed to investigate the pedagogical formation of teachers from the Federal Institute of Education, Science and Technology of Paraíba - IFPB and to understand their social representations about teacher education. The theoretical-methodological path that underpinned this research was the precepts about the Theory of Social Representations of Moscovici (1978; 2015) and other authors, and the use of the theoretical-methodological support of the Central Core Theory (ABRIC, 2001; 2003). The research participants consisted of 100 teachers, ten from each of the ten IFPB campuses selected. Data were collected through the application of the Free Word Association Technique - with the inductive term “teacher training is ...”, as well as a questionnaire and on-site observation, recorded in a field diary. Data treatment was performed through Excel, with systematization of the words evoked in a Spiral of Directions. The combination of theoretical and technical concepts related to the research theme and proposition as well as the results presented shows, in their quantitative and qualitative aspects, that the most shared elements which belonged to the central nucleus of social representations, were fundamental as well as knowledge of intermediate element I. This work not only sought to understand the level of the pedagogical formation of the investigated ones, but also apprehended the process of construction of their social representations. It also pointed alternatives to (re) think a teacher formation concatenated with the yearnings and interests of IFPB teachers.</p>

A formação continuada de professores de um município paulista segundo orientadores pedagógicos

Este artigo discute os princípios da formação continuada de professores dos anos finais do Ensino Fundamental, em uma rede municipal de ensino do interior paulista, entre 2010 e 2014. Identificaram-se as perspectivas acerca da formação continuada de professores, em documentos da Secretaria Municipal de Educação, e a prática educacional, segundo a visão de orientadores pedagógicos. Trata-se de um estudo de caso de abordagem qualitativa. O método incluiu a análise de documentos e entrevistas semiestruturadas com cinco orientadores pedagógicos e dois coordenadores responsáveis pela formação continuada no município. Os resultados indicaram que a rede de ensino tem optado pela constituição de modelos formativos antagônicos, de teores pragmáticos e neoliberais. Há diálogos desajustados entre as escolas e a Secretaria Municipal de Educação, fruto das condições de trabalho do professor, atravancando a consolidação da política de formação continuada de professores no município.

O ATO EDUCATIVO NA EDUCAÇÃO INFANTIL SOB A ÓTICA DA PEDAGOGIA HISTÓRICO-CRÍTICA

This article is the result of a doctoral dissertation called “The play of social roles as a guiding element of the continuing education of a preschool teacher”, in which the main objective was to realize and reflect on the process of continuing education of the preschool teacher by through theoretical and practical interventions for the construction of a humanizing educational practice based on Historical-Cultural Psychology, on Historical-Critical Pedagogy and on the use of toys and the play of social roles in the school situation. For this discussion we bring a brief presentation of the Historical-Critical Pedagogy, involving the social scope and the objectives of its construction, as well as its foundations and characteristics particularly related to early childhood education. We also highlight the role of the teacher, continuing teacher education and the organization of educational practice in the guise of historical-dialectical materialism. For this, we used the historical-dialectical materialist method and the methodological instruments: questionnaire, interview and observation and analysis of municipal documents for the development of the research which revealed that the teacher's educational proposals oscillated during the formative process, because now they followed the Marxist assumptions, sometimes reproduced educational practices of elementary school. We conclude that teachers lack a vision of early childhood education as a space that promotes the omnilateral development of children and an understanding of children as social subjects under construction, fruits of their human relationships, with different times to learn and different levels of development, especially, teaching that social role play is the guiding activity for the humanization process of preschool children.

Youth Start Social Entrepreneurship Program for Kids: Portuguese UKIDS-Case Study

Abstract Today’s society has valued entrepreneurship in various sectors of personal and professional life, but the school seems to forget this reality. Aware of this fact, the Portuguese Ministry of Education has created a program, from early childhood education to basic and secondary education, to develop the concept of social entrepreneurship in schools. The Porto Polytechnic Higher School of Education, as an educator of teachers and teachers of the First and Second cycle of Basic Education, joined the European UKIDS project to integrate this theme in the initial and continuous teacher training. In this article we will analyze the data obtained from a UKIDS Portuguese Partner School in the context of continuing teacher education and present some conclusions. The qualitative methodology used allowed us to conclude that the UKIDS project enhanced the valorization of individual capacities, such as creativity, self-confidence, the power of argumentation, as well as the construction of social competences, in interpersonal and group relationships, which are crucial in the formation of a child’s personality in the basic school learning process.

The General Competences in the Common National Curriculum Base and It’s Relation With Mathematics: Conceptions Of Primary School Pedagogical Supervisors

This study is a part of doctorate research about the contributions of the continuous education of primary school teachers of mathematics in the Common National Curriculum Base. For such purpose, was established a discussion group made of 10 pedagogical supervisors of the early basic education city's municipal education system in the countryside of the Rio Grande do Sul/Brazil who could, during ten meetings, discuss, analyze and reflect over the proposal of the Common National Curriculum Base for primary school. At first, the participants of the group discussed over the Common National Curriculum Base proposed competences in the fields of mathematics. The article, therefore, discusses the concepts of a discussion group composed of primary school pedagogical supervisors about the general competences for elementary school presented on Common National Curriculum Base and its relations with mathematics. The group’s discussions were audio-recorded with the previous authorization of the participants. Through notes in the field researcher’s diary, the participants’ behaviors, inquiries, action, and reflections were watched and analyzed during the meetings. Although the group participants made consistent considerations about how to support student´s skill development it was found that some notes do not conform to the focus of competences or the participants do not realize that they do not apply to the learning process, that is to say, are focused on the student. This emphasizes the need for continuous education about the Common National Curriculum Base for the working early basic education teachers.

PEMANFAATAN UBTECH HUMANOID ROBOT SEBAGAI MEDIA PEMBELAJARAN KEPADA GURU MENUJU ERA REVOLUSI INDUSTRI 4.0 DIBIDANG PENDIDIKAN UNTUK ANAK AUTIS DI PEKANBARU LAB SCHOOL

The learning process is an important part of the world of education, especially education for autistic children, because through learning teachers can interact and evaluate their students directly. The problem that arises is how to provide good learning to autistic children who have obstacles and obstacles so far. Pekanbaru Lab School is a place for autistic children with 30 people in the age range of 6-15 years, where Pekanbaru Lab School also faces problems with the provision of teaching or learning to auits. There are five problems found in learning at the Pekanbaru Lab School to face the Indonesian Revolutionary era 4.0 in the field of education so that it becomes an obstacle namely the learning method, the role of the teacher in learning, students, facilities and infrastructure, the role of parents. With the problems faced by Pekanbaru Lab School as partners of the Community Partnership Program, a solution is needed to overcome these problems and prepare the Pekanbaru Lab School towards the era of the 4.0 Industrial Revolution in the field of Education. The first is the selection of a good learning method so as to improve teacher teaching skills by updating the curriculum that integrates with technology, especially Robot technology. Second is to increase the role of teachers in active learning to guide autistic children by continuing teacher education to higher education and facilitating teachers in training activities on autistic children. The three students who increase in number and have different characters, the solution is to add teachers as educators and according to competence and expertise of each teacher on the type or character of children with autism. The four facilities and infrastructure are by adding facilities such as adding classrooms and open spaces and adding therapeutic media by providing technological elements such as Ubtech Humanoid Robot technology. The fifth role of parents is by the way parents must play an active role in the learning of autistic children at home and parents will certainly be given training or discussion forums to understand their children more deeply.

Modern Approaches to Continuous Professional Education of Specialists at Medical University

The article addresses the issues of transition of additional professional education to a qualitatively new system – continuous medical education, which requires updating the structure of the organization of the educational process, as well as the content of additional professional programs. In 2016–2019 more than 300 completely new development programs have been worked out, reviewed and approved on the educational portal of the Ministry of Public Health of the Russian Federation. In 2016 Yaroslavl State Medical University has joined the project “Creation of model lean clinics” for promoting the principles of lean-management in healthcare. The main emphasis in the additional professional programs aimed at training medical specialists in the sphere of lean management is made on using simulation technologies. As a result, the University has developed an educational project based on simulation technologies “Process Factory PoLeanClinic” entailing the total immersion of participants in typical process with the aim to reveal, minimize, and forecast the losses and to raise the efficiency of medical organization. Since 2017 the University implements the concept of continuous professional education of teachers. This concept includes three basic elements: 1) continuing education in research and pedagogical activities; 2) continuing medical (pharmaceutical) education; 3) self-education. The elaborated learning modules for teachers’ continuous education are based on the actual needs for acquisition or development of professional competences.

Alunos com autismo na escola comum: eis a questão

Questions about students with autism have been discussed for over 60 years, but school education still has much to do for them. In search of the pertinent elucidations on this subject, we tried to understand the students with autism and the difficulties that surround the school. Thus, this bibliographic study was conducted with its timeframe of fourteen publications in books and periodicals from 2009, since in 2008 the implementation of the Special Education policy in the inclusive perspective. We briefly study the historical trajectory and present the existing contributions on the subject, clarifying the obstacles pointed out by scholars and researchers to include the student with autism in the common school, emphasizing the obstacles and what can be done to solve this issue. In the revisited and investigated bibliography, we find important information and guidelines involving: the change of conception of school curricula; the need for continuing teacher education; understanding the student profile with ASD; the organization of faculty differently, involving teachers and school support.

CONQUISTAS E DESAFIOS DAS EDUCADORAS E EDUCADORES ATUANTES EM EDUCAÇÃO SEXUAL

São urgentes e necessárias a formação inicial e a formação continuada de professores(as) para trabalhar a educação sexual nas escolas, sobretudo num período de forte conservadorismo. Com base em pesquisas e extensão universitárias desenvolvidas no período de 1995 a 2013 sobre a formação continuadana área da educação sexual na Universidade de Londrina (UEL-PR), este texto pretende refletir sobre conquistas, superações e desafios interligados ao trabalho do(a) educador(a) e fornecer elementos que subsidiem a atuação dos(as) profissionais formadores(as). Entre algumas conquistas importantes paraa educadora que se dedica à educação sexual, podemos citar, por exemplo, o crescimento em sua visão pessoal a respeito da sexualidade, crescimento esse que pode refletir positivamente em sua vida sexual e a conquista de maior proximidade e amizade com seus alunos. Os desafios são vários e têm se acentuado devido à forte onda de conservadorismo. Um deles é a necessidade de superação da vergonha e do medo de falar sobre sexo. Concluímos que formadores(as) e educadores(as) necessitam conhecer os desafios e as alternativas que dão respaldo legal ao ensino da sexualidade nas escolas, para não se deixarem paralisar diante de ações repressoras feitas pelos inimigos da educação sexual. Necessitam, também, desenvolver o fortalecimento e a união dos profissionais que atuam nas escolas, começando pelo conhecimento do significado e do sentido da educação sexual planejada e intencional na vida de crianças, adolescentes e jovens.

Metodologias ativas

Este estudo objetivou analisar as contribuições da formação continuada de docentes na utilização de metodologias ativas com graduandos. No sentido de atingir o objetivo, o construto teórico acerca da formação continuada, da aula universitária e das metodologias ativas foi referenciado em Gatti, Veiga, Lucarelli, Freire, Zabalza, Cerdeiriña, Masetto, entre outros, enquanto o construto empírico, ancorado na abordagem qualitativa, foi construído por meio de duas vias de coleta de dados: entrevista com quatro docentes; e quatro grupos focais de 28 graduandos, utilizando os pressupostos da Análise Textual Discursiva e do software NVivo para analisar os dados. Os resultados apresentam como principais avanços na utilização de metodologias ativas: muitos professores estão utilizando metodologias ativas, há satisfação dos estudantes nas aulas com metodologias ativas, planejamento/organização das aulas, boa relação professor-aluno, postura ativa do estudante, participação, interesse, diálogo, trabalho colaborativo e aprendizado. Também foram evidenciados alguns desafios: de que forma o professor pode compreender como o estudante apreende, como desenvolver o planejamento coletivo, como lidar com o material inadequado, a resistência inicial dos estudantes, o tempo necessário para a aprendizagem e a pouca contribuição dos estudantes na construção da aula.

TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT: AUSTRALIAN EXPERIENCE

Despite an extensive body of research the issues of teachers’ continuous professional development are of particular importance for modern pedagogical theory and practice. The article outlines the features of public school teachers’ professional development in Australia. The study employed a range of theoretical and applied research methods, namely comparative and historical, induction and deduction, logical, analytical, descriptive and statistical as well as questionnaires and interviews. The article specifies the functions of teacher professional development, its elements and components. It analyses the legislative basis and the genesis of Australian teachers’ professional development standards. The article identifies the specificities of teacher professional development implementation in Australia. The results show that teacher professional development is a continuous process of deepening knowledge, improving skills and competencies, forming values and attitudes. The methods helped in revealing the interconnection between continuous professional development and educational reforms, the forms, models and methods of CPD of Australian and Ukrainian teachers. The results of the survey showed the potential for the system of Ukrainian continuous teacher education development and the possibilities of Australian experience adaptation taking into account our rich educational traditions.

Knowledge Translation to support continuing teacher education

Nowadays teachers face many challenges in maintaining a continuous and high-class professional update in contemporary education. Faced with the need for greater qualification, teachers require not only sound and based training for their pedagogical activities, but resources that allow to reconcile the acquisition of knowledge in the dynamic routine of the classroom. The purpose of this article is to present the extent to which the process of Knowledge Translation (KT) can improve the continued training of teachers in the exact area. It is suggested that the improvement of these professionals can be improved through KT, by sending scientific evidence to individuals, in order to offer potentially useful materials to the teacher's updating activities. Discussions concerning the scenario of training and professional updating of teachers will be presented, highlighting the publications and / or scientific articles as contents and instruments that allow the improvement of the teaching training through the KT process. From the bibliographic survey carried out, it is demonstrated how this process can be applied in the educational area. An intervention was carried out with teachers of the Exact Sciences Area, whose proposal was to send summaries of scientific evidence to the participants, for a few months, in order to attest the effects of KT on the qualification of teachers. This study presents the results and discussions of the impacts generated by the intervention carried out, such as, increase in the frequency that teachers went on to develop some activities or differentiated practices in their teaching units, as well as the level of utilization of the shared content, as a post-intervention period result, showing the potential relevance and applicability of KT in the continued training of teachers.

Inquiry-Based Science Education: Analysis of Didactic Conceptions of Primary School Teachers in Costa Rica Based on a Complexity Model

This article analyzes didactic conceptions of primary school teachers regarding inquiry and establishes evolutionary complexity profiles according to three dimensions which comprise the technical, practical and critical complexity hypothesis. The perspective of four advisors and twelve teachers was analyzed through narratives based on an emerging narrative design (prepared by the advisors) and an open questionnaire (answered by the teachers). The results suggest a transmissive didactic model baseline for four of the teachers, a traditional didactic model and eight of the teachers in three intermediate levels with constructivist conceptions closer to an alternative model. However, none of the teachers were close to proposed complexity model baseline. The transition from an intermediary level to a reference level can be supported by initial and continuous teacher education.

A temática ambiental no cotidiano dos cursos de licenciatura: uma análise bibliográfica dos trabalhos publicados no ENALIC (2010 a 2018)

Esta pesquisa apresenta-se como um estudo do tipo exploratório, utilizando como técnica de seleção o levantamento bibliográfico dentre os trabalhos publicados nos anais do Encontro Nacional das Licenciaturas (ENALIC), no período de 2010 a 2018, assumindo o paradigma qualitativo para a análise dos dados coletados. O objetivo de pesquisa assumido pelos pesquisadores foi o desafio de elencar, dentre o total destes trabalhos, aqueles que discutiam a temática ambiental nos cursos de licenciatura brasileiros. O evento da pesquisa tem se mostrado potente como ambiente de pesquisa, pois reúne pesquisas desenvolvidas nos cursos de licenciatura e, portanto, pela análise dos trabalhos publicados, permite-nos mapear o cenário brasileiro da inserção da temática ambiental nos cursos de licenciatura. Entendendo que possíveis fragilidades no estudo desta temática à época da formação inicial pudessem ser trabalhadas na formação continuada, um segundo crivo foi adotado pelos pesquisadores ao selecionar os trabalhos que tratavam da temática ambiental do egresso da licenciatura, já no ambiente escolar. Como resultado, observou-se que a temática ambiental não era destaque no ENALIC. Adicionalmente, foi possível concluir que o número de pesquisas que vinculam a temática ambiental a ações de formação continuada de professores é ainda menor, fato que acende o alerta às autoridades municipais, estaduais e federais para a necessidade de se investir em políticas públicas que consigam tornar reais as práticas pedagógicas pretendidas nas legislações ambientais e educacionais, sejam por meio da discussão do currículo das licenciaturas ou pelo investimento em cursos de formação continuada de professores.

Formação continuada de professores e regionalização educativa: uma análise das políticas do setor educacional do MERCOSUL

Este artigo tem por objetivo analisar as políticas de formação continuada de professores em contexto de regionalização, especificamente identificar tais políticas nos planos de ação educativa do Setor Educacional do MERCOSUL. Para tanto considera-se que tal região está inserida em um intenso processo de internacionalização e de regionalização educativa, no qual, além da influência de organismos internacionais, destaca-se a atuação do Setor Educativo do MERCOSUL. Na América Latina, assim como em outros contextos, a constituição de blocos econômicos colocou ênfase no papel da educação como fator de integração, influenciando e direcionando as prioridades nesse campo. A metodologia utilizada privilegiou uma abordagem qualitativa, pois, segundo Lüdke (1986), a pesquisa qualitativa supõe o contato direto e prolongado do pesquisador com o objeto a ser investigado, isto é, um intenso trabalho de campo, no qual os problemas são estudados no ambiente natural em que eles ocorrem, como fontes diretas de obtenção de dados. Como resultado, observou-se uma oferta formativa de caráter prioritariamente técnico, sujeita às vicissitudes dos governos. Tal formação está em conformidade com uma agenda internacional neoliberal despreocupada com a valorização dos profissionais da educação, ainda que considere tal formação um instrumento importante para a implementação dessa mesma agenda.

A formação em serviço do gestor escolar como ação formativa intencional e política

This article aims to construct an investigative bibliographical process that seeks to elaborate a sequential process of conceptual analysis based on research, scientific articles and thematic books, with the purpose of demarcating a specific concept of in - service training of the school manager. Due to the abundance of sources on continuing teacher education, we use the concepts of continuing education, continuing education (in-service) and in-service training, as well as methodological relationships between practice and epistemology in continuing education. The analysis showed as result the understanding of school management as an administrative practice with its own characteristics, especially due to the political aspect inherent to its inclusion in the educational dimension, which requires in-service training with specific instrumental and political characteristics.