Teachers’ meanings regarding “lives” as a context for their (self) continuing teacher education

Abstract

The popularization of lives during the coronavirus pandemic also created a context for continuing teacher training. Given this, we aim to understand the meanings that basic education teachers attribute to lives for their continued education, interpreting these meanings in relation to self-education. To do this, we carried out asynchronous online interviews with 24 Basic Education teachers, who participated in lives. With the analyses, we interpret that the lives promoted teachers' interest in their professional development, reflection on their teaching practice, the construction of their teaching identity and pedagogical dissemination to their peers. Among the unfavorable aspects, the commitment to the collective nature of continuing education was highlighted, which is limited in the live format. Finally, we understand that live broadcasts will continue beyond the social distancing requirements imposed by the coronavirus. Therefore, knowing and appropriating their potential in learning and research paths means committing to teacher training in our historical-social context.