PEDAGOGICAL RESIGNIFICATION AND TEACHER PROFESSIONAL DEVELOPMENT IN PROMOTING THE QUALITY OF TEACHING AND LEARNING PROCESSES
DOI:
https://doi.org/10.63330/aurumpub.062-086Keywords:
Continuing education, Pedagogical re-signification, Quality of education, Teacher professional development, Teaching and learningAbstract
The re-signification of pedagogical practice and teacher professional development have assumed a strategic role amidst the transformations permeating contemporary educational systems, demanding innovative pedagogical practices and ongoing training processes. This study aimed to analyze the contribution of pedagogical re-signification and teacher professional development to enhancing the quality of teaching and learning processes. It is an integrative literature review conducted using the ERIC, SpringerLink, Latindex, and Diadorim databases, covering articles published between 2021 and 2026 in Portuguese and English. After applying inclusion and exclusion criteria, 16 studies were selected for analysis. The results demonstrated that continuing education strengthens pedagogical, methodological, technological, and reflective competencies, fostering the adoption of innovative practices, the refinement of teacher mediation, and improved student learning. It was also identified that learning communities, collaborative strategies, and the effective use of educational technologies enhance professional development and contribute to creating more inclusive and participatory educational environments. Furthermore, the study found that institutional policies valuing teachers and permanent training programs are fundamental to consolidating sustainable changes in pedagogical practice. It is concluded that pedagogical re-signification, combined with continuous professional development, is an indispensable element for elevating the quality of teaching and learning processes, strengthening innovation, critical reflection, and teachers' commitment to quality education.
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