Objective:

With the introduction of the E series curriculum in Cuban Higher Education continuous education or professional needs to be reconceptualized. This paper aims at constructiong a theoretical and methodological framework of professional continuous education in the teacher formative process.

Methods:

The systematization of pedagogical theory, theoretical methods, case study, critical opinion and collective construction workshops, and methodological triangulation were used.

Result:

The authors devise the theoretical-methodological foundations of the continuous education in pedagogy major. The main contributions are the principles of continuous education in pedagogy major, the qualities and functions of the coordinating teacher and the Self-Management-Interactive method of Pedagogical Professional Performance and its system of procedures.

Conclusion:

The theoretical-methodological foundations of continuous education in pedagogy major allow the improvement of the process before the demands of today's society.

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