Institutional Strategies for Continuous Formation for Teachers: a case study in distance learning

This paper aims at analyzing how higher education institutions perform continuous formation for teachers for Distance Learning (DL), helping teachers' competencies development in order to qualify their work on e-learning classes in non virtual courses. So, we discuss teachers' competencies related to new context related do cyberculture, mainly DL and challenges in continuous education for teachers. In such context, we investigate: the strategies for teachers' formation contributes to the quality of DL lectures in non virtual courses? The research methodology has qualitative nature and exploratory level, using a case study Questionnaires were the data collection instrument, applied to teachers working in a institution used as study case. We performed a textual analysis, allowing to emerge elucidative categories related to teachers' perception regarding the DL continuous formation course.