IMPLICATIONS, POSSIBILITIES AND CHALLENGES FOR NURSERY SCHOOL TEACHERS: A CRITICAL LOOK AT CONTINUING EDUCATION

Abstract

This article looks at the role of continuing education from the point of view of the nursery school teacher. It aims to address three key contributions to the challenge facing this professional. However, the cradle of education is strongly linked to children from 0 to 3 years old, hence its thematic importance, since it is in the nursery that the clash of the educational personality of each child is strengthened, since teachers are also focused on teaching with practical truths from their pedagogical training. The paper aims to point out the continuing education of nursery school teachers, taking into account the current challenges. The work focuses on dialoguing about the implications, possibilities and challenges that nursery school teachers will face with continuing education. The approach is qualitative and focuses on the bibliographic content followed by a critical look at the nursery school teacher in training and/or post-training. It points out that nursery school teachers need to be qualified in order to act fully and successfully, because affection, love and empathy are significant to the act of teaching in nursery schools. The conclusion is that continuing training is urgently needed, even if they are working without post-training, as it is clear that promoting continuing training is essential to improving teaching performance, which consequently results in more qualified and successful pedagogical work.