Building communities as an opportunity for teacher professional learning: a case study in Uruguay and Chile: estudio de casos en Uruguay y Chile

• Autor(a) principal: Tejera, Andrea
• Data de Publicação: 2023
• Outros Autores: Questa-Torterolo, Mariela, Cabrera Borges, Claudia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da FAEEBA (Online)
• Texto Completo: https://www.revistas.uneb.br/index.php/faeeba/article/view/16693
• topic: higher education teachers; didactic-pedagogical culture; teacher training; profesores de educación superior; cultura didáctico-pedagógica; formación de profesores; professores do ensino superior; cultura didático-pedagógica; formação de professores

The results of the study: "Networks and digital inclusion: Incidents and characterizations for the formation of communities that promote deep learning in Public Teacher Training Centers of Uruguay and Chile" (competitive project of the National Agency for Research and Innovation and the Ceibal Foundation) are presented. The objective was to know how communities and emerging collaboration are seen as a form of professional learning among teachers of initial teacher training, in centers of Uruguay and Chile. It was organized in three phases: 1) identification and characterization of all teacher training centers in the two countries; 2) three case studies from each country; 3) validation of experts and exchange of experiences among participants. The findings show that there are different degrees of approach to the formation of communities, while evidencing their relevance as promoters of professional learning of teachers.