La formación permanente del profesorado y su incidencia en las aulas. Estudio de un caso
Abstract
Relationships between teachers’ in-service education and professional development have been the focus of the analysis developed along a large interpretative research. This paper is only about a section. This is about changes experienced by some female teachers in their classrooms and at their different schools, while participating in an in-service education activity called Seminario Azahar, which took place at a teachers’ centre. Those changes are considered as professional development signals. Data analysis and interpretation show that those changes mean that these teachers were developing to a teaching approach and to a profession approach characterized by the features of the practical rationality.Downloads
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