Continuing professional development of teachers graduating from pedagogical schools: structuring conceptual categories
Continuing professional development of teachers graduating from pedagogical schools: structuring conceptual categories
Keywords:
teacher professional development, professionalization, professional identity, Structuring Conceptual Categories, pedagogical practiceAbstract
Continuing professional development represents an essential process for strengthening teachers’ professional performance and educational quality, particularly for those graduating from Pedagogical Schools who begin their professional practice at an early stage. However, recent scientific literature shows conceptual dispersion regarding the categories that structure the understanding of this formative process, limiting its theoretical clarity and integrated interpretation. The objective of this study was to identify and structure conceptual categories that organize the understanding of continuing professional development of teachers graduating from Pedagogical Schools, based on a critical analysis of scientific literature published between 2020 and 2025. The research followed a qualitative approach through a documentary theoretical review supported by analysis–synthesis and induction–deduction methods. Five structuring conceptual categories were identified: continuing education as a systemic process, construction of professional identity, articulation between theory and practice, multidimensional foundation of the formative process, and contextualization of professional development. These categories organize recent scientific contributions in a coherent framework and provide a structured conceptual basis for understanding teacher professional development during early career stages. The study contributes a categorical structuring that strengthens theoretical analysis in the field of Educational Sciences.
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