Building encounter domains to problematize secondary science teachers' practice: Incorporating the action-research model as a continuous development plan [Construyendo dominios de encuentro para problematizar acerca de las prácticas pedagógicas de profesores secundarios de ciencias: Incorporando el modelo de investigación-acción como plan de formación continua]
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Considering the current scientific education crisis, teachers%27 capacity to transform their practice in order to improve learning achievement seems fundamental. The traditional programs of continuous professional development, generally prescriptive and uncontextualized from the classroom, have had a low impact on processes of teachers%27 practice transformation. This work describes the first stage of continuous development program, consisting on building encounter domains between the academic knowledge of Universities, and professional knowledge of 16 secondary science teachers, through a joint action-research process, based on collaborative work, reflection and feedback. The results show the complexity of building shared sense which, once achieved, allows strong scientific reasoning, self-efficacy and the construction of a learning community facilitating an inquiry-driven attitude towards their science teaching practice.
Considering the current scientific education crisis, teachers' capacity to transform their practice in order to improve learning achievement seems fundamental. The traditional programs of continuous professional development, generally prescriptive and uncontextualized from the classroom, have had a low impact on processes of teachers' practice transformation. This work describes the first stage of continuous development program, consisting on building encounter domains between the academic knowledge of Universities, and professional knowledge of 16 secondary science teachers, through a joint action-research process, based on collaborative work, reflection and feedback. The results show the complexity of building shared sense which, once achieved, allows strong scientific reasoning, self-efficacy and the construction of a learning community facilitating an inquiry-driven attitude towards their science teaching practice.
