PUBLIC POLICIES FOR CONTINUING TEACHER EDUCATION: IMPLICATIONS FOR PEDAGOGICAL MANAGEMENT IN THE CONTEXT OF EDUCATIONAL POLICY, PLANNING, AND EDUCATIONAL MANAGEMENT

Abstract

This article analyzes public policies for continuing teacher education and their implications for pedagogical management, considering the relationship between educational policy, planning, and educational management. It is based on the understanding that continuing education constitutes a professional right, a strategy for teacher appreciation, and a component of the institutional capacity of educational systems and schools to plan, monitor, and improve teaching and learning processes. Methodologically, a qualitative, bibliographic, and documentary study was conducted, involving the analysis of educational legislation and studies published between 2020 and 2026, as well as foundational works on teacher education and professional practice. The discussion was organized into categories related to regulatory frameworks, professional development, pedagogical management, institutional conditions, and managerialist tensions. The findings indicate that continuing education policies produce more consistent outcomes when linked to the actual needs of schools, collaborative working time, career development, teacher participation, and educational planning. Conversely, fragmented, prescriptive, or exclusively performance-oriented initiatives tend to undermine teachers' autonomy and reflective capacity. It is concluded that pedagogical management plays a decisive role in mediating between system-level guidelines and school contexts and should transform continuing teacher education into a permanent, collaborative, contextualized process supported by adequate working conditions.