Teacher authorship

a proposal for professional development in the innovation of training practices in study groups

Abstract

Aiming to understand the needs and perspectives of teachers at a public school in Duque de Caxias, Rio de Janeiro, this qualitative research explored the concept of teacher authorship and its relevance for professional development in continuing education contexts. This article presents teachers' perceptions regarding teacher authorship and the continuing education process desired by the group. The methodology involved a theoretical study with the administration of a semi-structured questionnaire to participants in a study group composed of twenty-seven teachers. The results identified a preference for continuing education with a practical-reflective approach based on reflection on action and the updating of pedagogical knowledge as the dimension of professional development. In terms of scope and intensity, the teaching group demonstrated a deep interest in the training, highlighting the indicators of active dedication, systematic responsibility, and creative innovation as priorities. To this end, the group identified medium- to long-term courses and action research projects as necessary activities in their continuing education. These results guide the planning of future professional training programs, aiming to promote authorial and effective pedagogical practices.