PEDAGOGICAL PRAXIS AND ONGOING TEATCHER TRAINING

Abstract

The relationship between pedagogical praxis and the continuous training of teachers is an important and necessary aspect for understanding professional development and the transformation of teaching practice. This article aims to examine this connection through reflexivity, teachers' knowledge, and pedagogical experiences as interconnected dimensions of the training process. A qualitative study was conducted, of a bibliographic type, with content analysis of the selected bibliographic sources. The results show that pedagogical praxis is formed in the link between theory and practice, while critical reflection allows the teacher to question and redefine how they perform their role. It is also noted that ongoing training helps reshape teachers' knowledge and encourages collective learning processes in the school context. So, it can be concluded that teaching practice develops in a critical way, constantly interacting with reflection, experience, knowledge, and institutional conditions, highlighting the importance of training processes that are connected and committed to the educational reality.