THE PEDAGOGICAL RESIDENCY: ENHANCING THE FORMATION OF THE TEACHER'S PROFESSIONAL IDENTITY

Abstract

In view of the different interfaces of professional teacher training, this theoretical essay of a bibliographic nature seeks to analyze the importance of the Pedagogical Residency Program in the initial and professional training of teachers, discussing factors that involve both the positive points and the challenges related to the development of knowledge about teaching. As a methodological path, a bibliographic research was carried out with the objective of understanding what has been investigated on the subject within the time frame from 2019 to 2023. In view of this, it was found that public policies aimed at teacher training have been reconfiguring themselves over time. In this context, it is highlighted that the proposal for teacher training, both in the context of continuing education and in initial training, has also undergone a process of readjustment over the years. This scenario highlights the need to understand how these changes impact education, corroborating the different educational interfaces and the challenges faced in the teaching and learning process.