Impacto da formação continuada de professores de ciências do ensino fundamental na adoção de praticas pedagógicas inovadoras.

Abstract

This study investigated the impact of continuing education for elementary school science teachers on the adoption of innovative teaching practices. With constant scientific and technological advances, teachers play an essential role in promoting dynamic and contextualized teaching. Through bibliographic research, we sought to understand how training processes influence classroom practice. The general objective is to analyze how continuing education for elementary school science teachers influences the adoption of innovative teaching practices based on existing literature. The specific objectives are: to investigate how continuing education can help teachers deal with the challenges of teaching science in heterogeneous classes; to list the pedagogical practices most commonly adopted by science teachers after participating in continuing education programs; in addition identify barriers and facilitators for the adoption of innovative pedagogical practices among teachers who participate in continuing education. The results indicated that continuing education increases teachers' confidence and mastery of content, encourages the use of active methodologies, and strengthens the ability to relate theory and practice, promoting greater student engagement. It is concluded that investing in continuous and well-structured training programs is essential to improve the quality of science education, aligning it with contemporary demands and the integral development of students.