The contributions of reflection and experience experienced in continued teacher training

Abstract

The need to seek meaning for the change of vision of teacher education, aiming to overcome the hermetic courses that still continue to be promoted in educational institutions, led to the development of an exploratory research on what should be part of continuing education process, reconstruction of teaching at different levels of education. The objective of the research was to investigate the contributions necessary to favor the processes of continuous formation in order to subsidize the continuous search for the reconstruction of the teaching action. The problem was investigate the next question: can the experience of the teaching profession and reflection on it be considered as relevant contributions in the ongoing formation of teachers? It is worth mentioning the theoretical framework investigated the studies of researchers such as Imbernón (2001, 2016), Schön (1992, 2000), Nóvoa (1992, 2016), Tardif (2014) and Zeichner (1993, 2008). The main methodological procedure used in exploratory research was the literature review, which included the consultation of bibliographical sources and articles related to the theme. The walk in the research allowed to realize that the experience and the reflection can be understood as the guiding principles relevant for the continuous formation of the teacher. The change in pedagogical practice needs to be reflected and re-signified, especially through peer-to-peer discussion, which can be crucial for the reconstruction of teaching in a critical way. It is concluded that welcoming the process of reflection and appreciation of the lived experience of teachers can be relevant contributions to teacher training in order to seek a relevant and transformative education.