Overview

Teacher training is a process that does not end with initial training; on the contrary, continuing education is essential, with professional practices becoming the basis of training. Therefore, training is never complete; each moment opens up possibilities for new moments of training, taking on a character of renewal, innovation, and reinvention of personal and professional reality, with practice becoming the mediator of knowledge production mobilised in the teacher's life experience and identity, built on interactive and dialogical practice between the individual and the collective. In continuing education, it is important for teachers to reflect on their professional experience, their educational actions, their mechanisms of action, and the fundamentals that lead them to act. One learns by doing, but also by reflecting on renewed and transformed action. And in this process of action-reflection-action, professional knowledge is developed. Thus, this study is an attempt to contribute to reflections and studies on continuing education in the search for meaningful and quality pedagogical practice.

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