TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT: AN ANALYSIS BASED ON WHAT TEACHERS THINK ABOUT THEIR TRAINING PATH AT WORK ; FORMACIÓN DOCENTE Y DESARROLLO PROFESIONAL: UN ANÁLISIS DEL PIENSAMIENTO DE LOS PROFESORES ACERCA DEL RECORRIDO FORMATIVO EN TRABAJO ; FORMAÇÃO DOCENTE E DESENVOLVIMENTO PROFISSIONAL: UMA ANÁLISE A PARTIR DO QUE OS PROFESSORES PENSAM ACERCA DO SEU PERCURSO FORMATIVO EM TRABALHO

The Teaching work implies the union of knowledge, interactions and experiences achieved in different phases of teachers' lives. This article aims to know the factors that contributed to the professional development of three teachers of basic education, in the periods of teaching in early childhood education, in the initial years of elementary education and in special education, at a time when teaching is established as the main element of professional commitment. For this purpose, the semi-structured interview was used as a data collection instrument, making it possible to know what they think about the skills that are positive for the improvement of the career, with reflexes also for the students' learning. We conclude that the professional development is supported in the belonging of these teachers to the different spaces of formation, no matter how long they have been teaching. In the interviews it was evident that the continuous training contributes to the modification of the professionalism of the teacher and develops domains necessary for its qualification, also acting in the possible solutions to the real problems found in the school and especially in the teaching. ; El trabajo docente implica la unión de saberes, interacciones y experiencias logradas en diferentes fases de la vida de los profesores. Este artículo tiene por objetivo conocer los factores que contribuyeron al desarrollo profesional de tres profesores de la educación básica, en los períodos de ejercicio del magisterio en la educación infantil, en los años iniciales de la enseñanza fundamental y en la educación especial, en un momento en que la docencia se establece como elemento principal de compromiso profesional. Para ello fue utilizado como instrumento de recolección de datos la entrevista semiestructurada, haciendo posible conocer lo que piensan acerca de las habilidades que sean positivas al perfeccionamiento de la carrera con reflejos también para el aprendizaje de los alumnos. Concluimos que el desarrollo profesional es apoyado en la ...