Abstract
This article has derived from a doctoral research that aims to analyze the continuing education developed through an action-research process. The research setting is a kindergarten school located in a capital in the Midwestern region of the country. The research subjects are five kindergarten teachers. Research data presented in this article were produced in 2022. We emphasize that our option for the qualitative approach, specifically for the action-research methodology, is due to the understanding that teachers who work in Basic Education produce, through their performance, a range of knowledge; hence, they are entitled to participate and decide the type of continuing education they need. The theoretical issues brought up in this research highlight both the importance of and the need for the knowledge of teachers to qualify the continuing education process. In conclusion, based on the production of data, we can say that continuing education developed through action research shows that the possibility of participating and the decision-making power of teachers make them feel more committed and respected in the educational environment.
Keywords
continuing education; teachers; action research