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In-Service Teacher Training in Portugal: Objectives, Organization and Impact on Teacher’s Career

O. Ferreira1, A.I. Pereira2, A. Silva3, E. Afonso4 and M.F. Barreiro1

1POLYTECHNIC INSTITUTE OF BRAGANÇA AND LABORATORY OF SEPARATION AND REACTION ENGINEERING, 2POLYTECHNIC INSTITUTE OF BRAGANÇA AND ALGORITMI-UNIVERSITY OF MINHO, 3AGRUPAMENTO DE ESCOLAS ABADE DE BAÇAL, 4CFAE BRAGANÇA NORTE - AGRUPAMENTO DE ESCOLAS ABADE DE BAÇAL
(PORTUGAL)

oferreira@ipb.pt, apereira@ipb.pt, adiliatsilva@gmail.com, cfaebn@sapo.pt, barreiro@ipb.pt

Abstract

This paper presents a short overview of teacher´s training as considered by the Portuguese legislation: (i) initial teacher education (ITE), (ii) specialized training and (iii) in-service teacher training. A particular emphasis will be given to in-service teacher training. Nowadays, ITE corresponds to level 7 of the European Qualifications Framework (master degree). It is a career-long professional development, where research-based and in context practice are important features. Specialized training is intended to provide qualification in complementary educational functions, such as special education, school administration and inspection activities, socio-cultural animation and basic education for adults. In-service training or continuous training allows teachers to complement, deepen and update their knowledge and professional competences. Its accreditation, in what concerns involved institutions, training actions and evaluation process is centralized in the “Conselho Científico-Pedagógico da Formação Contínua” (Scientific and Pedagogical Council of in-service training) and has a direct impact in teacher’s careers, being one of the factors considered to access mobility and progression.

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Comments about this Paper

Your comments are welcome


Date: 2014.03.29

Posted by Mariusz Jarocki (Poland)

Message: The paper considers teachers' training in several aspects: initial teacher education, specialized training and in-service teacher training. First, the authors describe a legislative context in Portugal, in particular, following the Bologna process. Next, they mention training aims: special education and administration and inspection activities in schools. Next, they consider continuous training in following subjects: general objectives and organization, methodologies and evaluation, impact on professional career and at last, “Chemistry is all around network project” teacher’s view. The last one is the most interesting subject. This part of the document includes a summary of teachers' opinions as follows: in-service training is essential to promote teacher’s actualization; most of the involved teachers have attended ICT related courses but not specific for chemistry teaching; several topics for in-service training actions were focused, among them, some technological subjects. The opinions are very valuable and consistent with experiences from other countries. In final considerations, the authors note that in-service training is crucial for teaching in the current education context ensuring teacher’s knowledge update and skills development. The paper is strictly related with Chemistry is all around network Project and it contains many valuable observations.

National Reports on successful experiences to promote lifelong learning for chemistry The national reports on chemistry successful experiences to promote lifelong learning for chemistry are now available on the related section of the project portal. The reports presents examples of successful experiences in the partner countries and the results of testing of ICT resources with science teachers.

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