THE IMPORTANCE OF TEACHER IMPROVEMENT IN BASIC EDUCATION

Abstract

This study investigated the challenges and perspectives of continuing education of teachers in basic education, addressing the question of how these trainings impact pedagogical practice. The general objective was to analyze the perceptions of educators in relation to continuing education and its importance in professional development. The methodology used was a bibliographic review, in which relevant works on the subject were selected and analyzed. The results showed that, although teachers recognized the relevance of continuing education, they faced difficulties such as lack of time and resources, as well as resistance to new methodologies. Public policies were also identified as disconnected from school realities, which limited the effectiveness of the training offered. The research also highlighted the relevance of digital technologies in the training process, although there were barriers to their integration into teaching practice. The final considerations reiterated the need for an alignment between training policies and the specificities of schools, as well as adequate institutional support for continuing education to become a meaningful process. The research also suggested future studies to thoroughly explore the effectiveness of training and the impact on the quality of education.