El desarrollo profesional docente a través de la práctica reflexiva de su quehacercorresponsabilidad de docentes y directivos

Resumen

The present research proposes to reveal the reflexive practices and the co - responsibility of teachers and managers leading to the professional development of teachers, through the GPT (Professional Working Groups) or technical meeting in an autonomous establishment, in the school San Miguel de los Andes, Chile . From the specific point of view, it is tried to analyze the space of technical meeting or GPT as an instance of professional development, based on the practices of reflection carried out by teachers and managers, to characterize these practices and to establish the levels of shared responsibility or responsibility that have teachers and managers of The pedagogical reflection and in its professional development centered in the same school. In the organizational cultures of the establishments, technical meetings or GPT are spaces guaranteed by the regulations, forming part of their existence. The paradigm of this study is qualitative of an interpretive type with an open, flexible and emergent design, using the case study methodology. Data collection focused the application of techniques and instruments, participant observation, questionnaire, interview and discussion group. The results reveal a notable absence of reflexive processes, leading to a professional development in the same school that allows to place the GPT as a contribution to the reflection on the pedagogical action and the active participation of the teachers. This space does not materialize as a space for professional learning, since it has a more technical than reflective character. Teachers and management team are not aware of the coresponsibility in the professional development that they are responsible for being part of the educational action