CONTINUING EDUCATION: IMPACTS ON THE QUALIFICATION OF TEACHING AND LEARNING

Abstract

This article discusses continuing teacher education as a situated, collaborative, and long-term process, emphasizing its role in improving teaching and learning. It contrasts prescriptive and episodic models with perspectives that recognize teachers as knowledgeable subjects, knowledge producers, and protagonists of their own educational journey. Drawing on references such as Nóvoa, Tardif, Shulman, Darling-Hammond, Fullan, Pimenta, and others, the paper argues that programs consistent with daily school life enhance pedagogical quality, reduce variability between classes, foster reflective practices, and promote equity. Similarly, it problematizes recurring challenges, such as the disconnect between theory and practice, precarious working conditions, and limited time, highlighting the need for institutional policies and cultures that support cycles of planning, observation, reflection, and formative feedback. It is immediately clear that it is important to implement a critical and political vision of training, anchored in the school as a living place for the production of knowledge and in the appreciation of teaching experience.