TY - JOUR
T1 - Aprendizaje Profesional Colaborativo
T2 - Hacia la Sostenibilidad de la Formación Continua del Docente para una Educación de Calidad
AU - Palacios-Núñez, Madeleine Lourdes
AU - Deroncele-Acosta, Angel
AU - Medina-Zuta, Patricia
AU - Goñi-Cruz, Félix Fernando
N1 - Publisher Copyright:
© 2022 Kharazmi University. All rights reserved.
PY - 2022/12
Y1 - 2022/12
N2 - The social and health crisis is a great challenge for education, as it requires a teacher prepared to "learn to learn" within a context of uncertainty. For this reason, the present study aims to carry out a descriptive and purposeful analysis of Collaborative Professional Learning (CPL), as a sustainable strategy and a driving force for continuous teacher training within the framework of quality education. For this, qualitative research was carried out by means of a semi-structured interview with eight international experts in education, which was conducted through the Atlas TI software version 7.5 in Spanish and subjected to thematic content analysis. The results revealed three emerging categories such as educational research supported by intergenerational collaboration, intra- and inter-institutional community resilience, and socio-emotional development needs for effective collaboration. The importance of Collaborative Professional Learning as a sustainable means for a higher qualification of the teacher in service is concluded, since it fosters their capacity for self-training, reflection and research, as well as learning to live together and learn to transform themselves and society.
AB - The social and health crisis is a great challenge for education, as it requires a teacher prepared to "learn to learn" within a context of uncertainty. For this reason, the present study aims to carry out a descriptive and purposeful analysis of Collaborative Professional Learning (CPL), as a sustainable strategy and a driving force for continuous teacher training within the framework of quality education. For this, qualitative research was carried out by means of a semi-structured interview with eight international experts in education, which was conducted through the Atlas TI software version 7.5 in Spanish and subjected to thematic content analysis. The results revealed three emerging categories such as educational research supported by intergenerational collaboration, intra- and inter-institutional community resilience, and socio-emotional development needs for effective collaboration. The importance of Collaborative Professional Learning as a sustainable means for a higher qualification of the teacher in service is concluded, since it fosters their capacity for self-training, reflection and research, as well as learning to live together and learn to transform themselves and society.
KW - collaborative professional learning
KW - quality education
KW - sustainability
KW - teacher professional development
UR - http://www.scopus.com/inward/record.url?scp=85146380495&partnerID=8YFLogxK
U2 - 10.21556/edutec.2022.82.2569
DO - 10.21556/edutec.2022.82.2569
M3 - Artículo
AN - SCOPUS:85146380495
SN - 1135-9250
SP - 167
EP - 182
JO - Edutec
JF - Edutec
IS - 82
ER -