From training needs to the processes of professional development of teaching in the context of daycare: from the perspective of teachers
DOI:
https://doi.org/10.15536/reducarmais.10.2026.4377Keywords:
Training needs, Early childhood education, Teacher professional development, Nursery, Teaching learningAbstract
The professional development of educators who work in the context of daycare is a slow, continuous and essential process to qualify educational work. This article proposed to analyze, from the perspective of teachers who work in the daycare center, how the formative needs are contemplated in the processes of learning and teacher professionalization. This is a qualitative study of a descriptive-analytical nature. Data collection was carried out through semi-structured interviews with teachers who work in the daycare center. As for the reference, it was mainly based on the contributions of António Nóvoa, Júlia Formosinho, Lee Shulman and Carlos Marcelo Garcia, who highlight the need for continuous and reflective training, combining theory and practice, in order to meet the specific demands of the school routine. The data obtained revealed that, although there are training offers, many of them do not contemplate the practical reality and the individual needs of teachers. Therefore, there is a demand for more contextualized and collaborative training that prioritizes active listening and encourages the joint construction of knowledge.
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Copyright (c) 2026 Aline Rodrigues da Silva, Maria de Fátima Ramos de Andrade, Ana Silvia Moço Aparício
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