Resumen

MARZABAL, Ainoa; ROCHA, Alejandro  y  TOLEDO, Braulio. Science teachers' professional development characterization - part 2: The process of appropriation of a teaching model based on the constructivist learning cycle. Educ. quím [online]. 2015, vol.26, n.3, pp.212-223. ISSN 0187-893X.  https://doi.org/10.1016/j.eq.2015.05.006.

Throughout the 2 years that lasted the in-service teachers training program, we have monitored the professional development of the participants to explore the appropriation of an educational model based on a constructivist learning cycle, through the reflection and action of science teachers. While each teacher appropriates a differentiated model, opening up the communication pattern promoting a more active student role, and the consolidation of the teachers' regulatory strategies of learning, is observed in all cases.

Palabras llave : In-service teachers training; Teaching development; Educational model; Constructivist learning cycle.

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