Abstract:

Teacher training, for any level of education, in line with educational research carried out at an international level, is one of the pillars for the development of any country's educational system. In this sense, it is necessary to ensure quality training for these professionals, of a multidisciplinary nature in the most diverse dimensions of knowledge, which, in turn, requires qualified staff at Higher Education Schools (HES) and other training institutions. This work intends to know the expectations and the way in which teachers evaluate the training course “Research in education – investigative dimension and professional development of teachers” offered to 16 teachers from four HES in Guinea-Bissau. In this way, it will be possible to envision other training courses, outline priorities and make recommendations for the training teachers from HES in Guinea-Bissau. This is a qualitative study, with descriptive and interpretative characteristics. For data collection, we used two questionnaires, one applied at the beginning of the course and another at the end, whose responses were subject to content analysis. It should be noted that the participants had high expectations regarding the course, highlighting the relevance of the theme to their practices. On the other hand, they emphasized their need to update and deepen their knowledge. At the time of the evaluation, the trainees were unanimous in recognizing the importance of training for their professional development, however they pointed out some constraints such as lack of resources, time and low level of digital skills. They suggested continuity of training so that the theme could be deepened and so that they could appropriate the knowledge for their practices, as teachers and researchers. To conclude, the need to adapt the continuous training offered according to the specificities of the work contexts, in this case in Guinea-Bissau, is corroborated, and that it responds to the real needs of the various educational agents, taking into account the challenges faced and contributing to the production of praxiological knowledge.

Keywords:

Continuing training, professional development, teachers, Guinea-Bissau.