Secondary teacher professional development in an innovation experience through scholar research

Abstract

In-service teachers training require innovative approaches to satisfy the specific characteristics of their profession. Under this premise, the aim of this study is to describe the educational innovation experience, as well as to analyze what aspects of their teaching professional skills evolved after the implementation of it. Ten science teachers participated and supervised the research school of 60 students (15-18) that were associated with developing lines of research centers and/or universities. During its development, they were planned educational activities specifically aimed at students, and others relating to the training of in-service teachers. The results of experience show that the didactic aspects and those more related to their professional type evolve more than the epistemological and psychological aspects that present the greatest obstacles to change. This study shows an approach of innovative work in training of in-service science teachers, which allows them to provide and improve of certain professional knowledge related to teaching in school research.