Abstract

CAMPOMAR, Gabriela Bañuls. How do teachers learn? Building the sample in a case study. Psicol. Conoc. Soc. [online]. 2017, vol.7, n.2, pp.5-24. ISSN 1688-7026.  https://doi.org/10.26864/pcs.v7.n2.2.

We present the results of the first phase of a qualitative multiple case study. We sought to distinguish profiles in the willingness to learn the use of ICT in teachers who are forced to include them in the classroom from the implementation of educational policies. We investigate differences between the extremes of enthusiastic disposition, to the net negation. The theoretical framework in which we support responds to the socioconstructivist perspective, so we consider the incidence of communities of practice and professional learning communities in those profiles. For the selection of cases, we conducted collective interviews in schools according to four categories that allowed us to distinguish the articulation between the educational policy and the innovation culture of the school. The gradient goes from "nothing innovative" to "innovative". In total, we consider twelve schools and sixty-nine teachers.

In this opportunity we analyze the procedures and the adjustments made in the field for the construction of the intentional sample.

We distinguish three profiles, among which there are no significant differences in their distribution. Neither corresponds to the net negation profile. It appears that teachers prioritize synchronous and face-to-face learning with colleagues at the center and referrals.

Keywords : Learning; Teaching; Innovation; ICT.

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