Initial teacher training in Portugal in the second decade of the 21st century
a look at policy guidelines
DOI:
https://doi.org/10.22483/2177-5796.2026v28id5840Keywords:
initial teacher training, training policies, induction into professional practice.Abstract
The article analyses initial teacher training policies in Portugal, published in the last decade. Methodologically, the research analyses two decree-laws, published in 2014 and 2025, with the aim of clarifying the conceptions of training and aspects related to initiation into professional practice that they convey. The analysis enabled us to identify an evolution in the concept of initial teacher training, recommending it from a perspective of developing competences that integrate scientific and pedagogical knowledge, attitudes, and values, in relation to a concept exclusively centred on the scientific and didactic component of training. Both decree-laws also made it possible to understand the importance attributed to initiation into professional practice, as a time of learning through and with peers, which is essential for building the teaching profession.
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Copyright (c) 2026 Preciosa Fernandes
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