Mejora e innovación escolar mediante la práctica reflexiva

Resumen

Social changes have produced changes in the roles of the family and school. Traditional initial training has not been able to respond to the new needs of teachers; New forms of professional teacher development are needed. This participatory action research aims to develop tutoring skills in first to fourth form teachers and thus improve the work situation of these teachers by the use of Communities of Reflective Practice. The management team and the first-to-fourth primary teachers participate here.: The teachers improve their activity and readiness to change and in the school improves the environment, the relational culture and new systems are implemented for the improvement of each teacher as the teaching accompaniment. This research may serve as example to generate other instances where school improvement can be produced based on the particular needs of each school.