Autor según el artículo: Gómez, A.; García-Carrión, R.; Molina, S.; Ionescu, V.

Departamento: Pedagogia

Autor/es de la URV: GOMEZ GONZALEZ, AITOR; García-Carrión, R.; MOLINA ROLDAN, SILVIA; Ionescu, V.

Palabras clave: Està en blanc

Resumen: Abstract: Teachers’ professional development in Schools as Learning Communities may become a key process for the sustainability and transferability of this model worldwide. Learning Communities (LC) is a community-based project that aims to transform schools through dialogic learning and involves research-grounded schools that implement Successful Educational Actions (SEAs). More than 600 such schools in Europe and South America, many of them located in high poverty areas, have shown a reduction in drop-out rates and an increase in school quality and attainment. This article analyses how teachers’ professional development is built in these schools. Following a communicative methodology approach, we analyse the implementation of the programme in four schools in South America. The main features are grounded in transformative theories and socially responsive research and provide evidence-based arguments and practical knowledge for effective implementation built upon egalitarian relationships and communication within the entire community

Grupo de investigación: Formació i Tecnologia

Áreas temáticas: Education sciences Ciencias de la educación Ciències de l'educació

Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/

ISSN: 1835-517X

Identificador del autor: 0000-0001-8994-9885; 0000-0002-5520-5105; 0000-0002-9736-0381; n/a

Fecha de alta del registro: 2017-05-18

Página final: 56

Volumen de revista: 42

Versión del articulo depositado: info:eu-repo/semantics/publishedVersion

Enlace a la fuente original: http://ro.ecu.edu.au/ajte/vol42/iss4/4/

DOI del artículo: 10.14221/ajte.2017v42n4.4

Entidad: Universitat Rovira i Virgili

Año de publicación de la revista: 2017

Página inicial: 44

Tipo de publicación: Article Artículo Article