O papel dos Conselhos Pedagógicos na formação de professores

Abstract

The author studies the development of the role played by Portuguese preparatory and secondary schools pedagogic administration organs concerning teacher’s training in a view of organized analysis. The changes of those organs working rules have been imposed by the changes which have been done during the different teacher’s training patterns; this has prevented the C.P. to have a growing and stable position in the continuous teacher’s training and in the complementary training of teachers without a degree. The present situation is characterized by ambiguity which takes us to consider the necessity of defining clearly the responsibilities of teacher’s training and its organization at schools, in a view of school and university development.