The educationis essential for the acquisition of specific knowledge by teachers. The main goal of this investigation is to study the impact of post-‐graduated education in a group of primary and secondary teachers in a cluster of public schools and in a private one.It’s our goal to comprehend if teachers consider this training as an added value and in what measure this is interpreted as an improvement to their professional development, to schools and to the students learning. In this qualitative investigation that emerges from a wider investigation, located on an interpretative paradigm, different methodological procedures were adopted which allowed us, through the collected data, to comprehend, question, discuss and reflect about the different contributions of post-‐graduate educationand to acknowledge the effects of this training for the development of professional skills in the different pedagogical practices.This article discussesthe questions that emerged along the investigation related to the continuouseducationof teachers, here confronted with the perspectives of post-‐graduate education, considering the point of view of teachers that attended this training as well as the school managers, all supported by empirical data.
|Título traduzido da contribuição||Teacher education: continuous education or post‐graduate education? The perspective of teachers and leaders|
|Número de páginas||8|
|Revista||Revista Electronica Interuniversitaria de Formacion del Profesorado|
|Número de emissão||2|
|Estado da publicação||Publicado - 1 set 2016|