La Formación Continua del Profesorado en Segovia a través de la Investigación-Acción

Abstract

Tachers in continuing education has access to lots of courses, seminars, etc. . However, teachers often suffer disconnection practice in these formations, which is a great effort to implement it in the classroom. However, there are formations that choose to use the methodology of action research for teacher training by linking theory and practice. Through discovering their own difficulties and address them collaboratively in order to transform the context is sought. To achieve this action research is based on a spiral that goes through three phases that are repeated cyclically: (1) collectively think about the difficulties to adapt training to the needs of teachers; (2) develop policies to address the problem, looking for a plan of action in accordance with the environment; and (3) is implemented and information is collected for analysis and repeat the cycle, making the necessary improvements. In our case, we performed an investigation through a Teaching Innovation Project on Inclusive Education in Early Childhood Education has been carried out by the Faculty of Education of Segovia with two schools in the province of Segovia and one of Avila. From the belief that their practices could be more inclusive have begun to implement interactive groups with their students during the 2013/14 year, doing action research cycles of a month. As preliminary results, these have been positive, this type of training has helped teachers to change their classroom practice associated with a change of thinking and gain confidence in action research to continue transforming their classes next year.