El desarrollo profesional del profesor de ciencias mediante tutorías de grupos cooperativos. Estudio de ocho casos

Abstract

Continued science teacher education, conceived as professional development, has recently acquired relevance in the research of science education. This paper presents a model of in-service training for teachers based on a theoretical-practical program developed through coaching of a constructivist orientation. This model has been tested in a longitudinal study of some years in which a follow-up of the didactic change taking place in eight high school science teachers has been made. This paper presents a pretest-postets design with indicators of the epistemological, methodological and attitudinal changes that have occurred in these teachers after reflecting on and applying new strategies of teaching organised in small cooperative teams.