THE METAMORPHOSIS OF TEACHING PRACTICE FROM THE PERSPECTIVE OF ANTÓNIO NÓVOA AND ITS CONTRIBUTION TO THE PROFESSIONAL IDENTITY OF THE TEACHER

Abstract

The aim of this article is to discuss metamorphosis, that is, the rapid and intense changes in teaching practices, based on António Nóvoa’s (2019) reflections, which influence the constitution of teachers’ professional identity in contexts of transformation. From initial training and throughout the teaching career, continuing education provides an essential foundation for pedagogical practices and for meaningful, contemporary, and high-quality teaching. This article seeks to understand how valuing teaching and building a critical and committed identity can become factors for educational and social strengthening. In dialogue with Tardif’s (2002) contributions on teaching knowledge and Imbernón (2006), and based on a qualitative approach with hermeneutic and analytical character, the text examines the relationship between teacher education, pedagogical practice, and regional development. The conclusions indicate that investing in teacher education and in the recognition of the teaching profession has a positive impact not only on educational indicators but also on community progress. Teaching practice, therefore, is revealed to be in constant metamorphosis and essential to processes of social transformation.

DOI: https://doi.org/10.56238/edimpacto2025.057-014