TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT: AN ANALYSIS BASED ON WHAT TEACHERS THINK ABOUT THEIR TRAINING PATH AT WORK

• Autor(a) principal: Maria Molina Barbosa, Luciane
• Data de Publicação: 2023
• Outros Autores: Maria Lemes Giffoni Avila Santos, Juçara, Karen dos Santos , Roberta, Moreira Guedes, Denyse, Andrea Chofard Adami , Fabíola
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Scientia Generalis
• Texto Completo: https://scientiageneralis.com.br/index.php/SG/article/view/437
• topic: Desarrollo Profesional; Formación Docente; Experiencia Formativa; Professional Development; Teaching Formation; Formative Experience; Desenvolvimento Profissional; Formação Docente; Experiência Formativa

The Teaching work implies the union of knowledge, interactions and experiences achieved in different phases of teachers' lives. This article aims to know the factors that contributed to the professional development of three teachers of basic education, in the periods of teaching in early childhood education, in the initial years of elementary education and in special education, at a time when teaching is established as the main element of professional commitment. For this purpose, the semi-structured interview was used as a data collection instrument, making it possible to know what they think about the skills that are positive for the improvement of the career, with reflexes also for the students' learning. We conclude that the professional development is supported in the belonging of these teachers to the different spaces of formation, no matter how long they have been teaching. In the interviews it was evident that the continuous training contributes to the modification of the professionalism of the teacher and develops domains necessary for its qualification, also acting in the possible solutions to the real problems found in the school and especially in the teaching.