TEACHER TRAINING: CHALLENGES FACED IN PEDAGOGICAL ASSIGNMENTS IN ELEMENTARY EDUCATION

Abstract

This study aimed to investigate the importance of continuing education for elementary school teachers, analyzing how this pedagogical training contributes to addressing the difficulties that exist in the daily classroom routine. The research sought to understand how continuing education helps teachers improve their pedagogical practices, enabling reflection on the teaching and learning process and the improvement of methodological strategies that favor student learning. The methodology adopted is qualitative in nature, carried out through interviews with two teachers, identified as P1 and P2, who teach at a municipal school in the city of Gameleira-PE. The study is based on theoretical studies by authors such as Freire (1996), Nóvoa (1995), and Tardif (2002), who discuss teacher training and the knowledge of pedagogical practice. The results showed that continuing education plays a crucial role in strengthening teaching practice, contributing to the development of new teaching strategies and overcoming classroom challenges. Furthermore, it is noteworthy that training sessions promote the exchange of experiences among teachers. Therefore, it can be concluded that continuing education is fundamental to teacher development and also to improving the educational process itself, allowing teachers to be better prepared to deal with the different demands and difficulties of the school context.