Continuing Professional Development and Teaching Practice: Contributions to Teacher Professionalization

Abstract

Continuing professional development for teachers is a fundamental element in improving the quality of education and strengthening teacher professionalization. In the face of contemporary social, cultural, and technological transformations, the continuous updating of educators has become essential to meet the demands of pedagogical practice and promote meaningful learning. This study aimed to discuss the foundations, challenges, and contributions of continuing professional development to teachers’ professional growth through a theoretical-critical approach based on the works of Paulo Freire, António Nóvoa, Maurice Tardif, Miguel Arroyo, Selma Pimenta, Imbernón, and Saviani. The main Brazilian legal frameworks related to teacher education were also analyzed, including the National Education Guidelines and Framework Law, the National Curriculum Guidelines, and the BNC-Formação. The results indicate that training models centered on critical reflection, in-service education, action research, communities of practice, and the development of digital competencies significantly contribute to the improvement of pedagogical practices. However, challenges remain regarding the discontinuity of public policies, insufficient resources, fragmented training initiatives, and limited articulation between universities and schools. It is concluded that continuing professional development should be understood as a permanent, contextualized, and collaborative process capable of strengthening teacher autonomy, promoting the collective construction of knowledge, and contributing to a more democratic, inclusive, and socially committed education.