Implicación de los programas de formación continuada sobre el desarrollo profesional del profesor de ciencias

Abstract

Teacher training is an alternative to improving education locally and globally. For this reason, in the formulation of public education policies, priority is given to the development of programs that promote this, through scholarships, courses, events, etc. There is general agreement that these programs impact the professional development of these teachers. For this reason, it is necessary to analyze the impact of continuing education for science teachers on this development, based on a comparison of four teaching experiences. This research proposal starts from the interpretive paradigm with a qualitative approach and considers as methodology the case study with four science teachers, two of them with in-service training and two of them without in-service training, which allows the comparison between the professional development of these teachers based on the analysis of seven dimensions. Among the results, it is noticeable that the most developed dimension of analysis is that of the organization and delivery of instruction, while the least developed is that of professional career planning. At the same time, at a general level, there is evidence of better professional development for teachers who have undergone in-service training compared to teachers who have not.