CONTINUOUS TEACHER EDUCATION IN REGULAR SCHOOLING: PATHWAYS TO INNOVATION

Abstract

The present study aims to analyze the importance of continuing education for regular education teachers as an instrument of pedagogical innovation and improvement of teaching practices. The research is based on the assumption that continuous professional development is essential to meet the contemporary demands of education, promote meaningful learning, and strengthen teacher identity. Methodologically, this is a qualitative and descriptive study, based on a bibliographic review of authors such as Nóvoa (2017), Imbernón (2011), and Tardif (2014), who discuss teacher education as a permanent process of constructing knowledge, identity, and reflective pedagogical practices. These authors point out that continuing education goes beyond mere technical training, assuming a critical and transformative dimension in which teachers become protagonists of their own professional development. The results show that continuing education contributes to strengthening teacher autonomy, encouraging research on educational practice, and incorporating innovative methodologies focused on inclusion, collaboration, and the use of digital technologies. Furthermore, training environments that value dialogue, exchange of experiences, and collective knowledge construction promote a more dynamic and contextualized education. It is concluded that investing in continuing education for regular education teachers is a strategic path to foster pedagogical innovation, consolidate transformative educational practices, and strengthen the social role of schools in facing the challenges of the twenty-first century.