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The theme of this research is the influence of teachers' continuous pedagogical training on the teaching-learning process: the case of a university in Nampula. To this end, the study was carried out at a public university under the pseudonym Universidade Júlio César (UJC), and its general aim was to analyze the influence of the continuous pedagogical training of higher education teachers on the teaching-learning process. In more detail, we aimed to (a) describe the profile and competences expected of university teachers, (b) analyze how teachers use pedagogical knowledge in class, and (c) understand the contribution of the teachers' continuous pedagogical training to the teaching-learning process, from their point of view. In order to guide the study in terms of methodology and answer the research question, we opted to carry out a case study associated with a qualitative approach (to understand how meanings are constructed), adopting the interpretive paradigm, as this enables theresearcher to understand the phenomenon as it is experienced and perceived by the participants, combined with techniques for collecting data.