Professional (Re)qualification of Teaching Practice
Trends Towards Continuous Training as an Impetus for Developing Pedagogical Skills
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The study investigates trends in continuous training in the professional (re)qualification of teaching praxis. With the aim of analyzing the continuous training of teachers in the context of developing pedagogical skills at the School for the Teachers of the Future. Combined methodological approaches, including the hypothetical deductive method and descriptive research are conducted through literature review, interview, questionnaire and observation, instruments used to collect quantitative-qualitative data given the nature of the mixed study approach. At the same time, a questionnaire intervi...
The study investigates trends in continuous training in the professional (re)qualification of teaching praxis. With the aim of analyzing the continuous training of teachers in the context of developing pedagogical skills at the School for the Teachers of the Future. Combined methodological approaches, including the hypothetical deductive method and descriptive research are conducted through literature review, interview, questionnaire and observation, instruments used to collect quantitative-qualitative data given the nature of the mixed study approach. At the same time, a questionnaire interview was conducted with teachers/trainers participating in ongoing training programs in order to explore their perceptions and experiences as well as the impact of the training on their pedagogical practices. The results of the research indicate a positive correlation between participation in ongoing training programs and the development of pedagogical skills among teachers. In addition, the analysis of the data reveals that teachers have shown significant improvement in their ability to implement effective pedagogical practices after participating in ongoing training programs.
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