Desarrollo Profesional en comunidades. Encontrando el placer del aprendizaje en conjunto

Abstract

With the conviction that the formation of the professional identity of teachers is a dynamic process and therefore, the proposal of strategies in community, represent the opportunity to review and reidentify around the professional practice, in this work, we present the development and analysis of a proposal for permanent training for Mathematics teachers of the current Secondary School of the Province of Río Negro (Argentina). This device proposes the formation of a learning community, which in a collaborative way, allows reflection on interdisciplinary teaching practices and teacher empowerment.