Resumo

CABRERA BORGES, Claudia; REBOLLO KELLEMBERGER, María Cristina  e  PEREZ SALATTO, Marcela Lilián. Formative Research in Learning Communities in Initial Teacher Training. Cuad. Investig. Educ. [online]. 2022, vol.13, n.2, pp.43-60.  Epub 01-Dez-2022. ISSN 1510-2432.  https://doi.org/10.18861/cied.2022.13.2.3180.

This communication accounts for the interactions and processes related to Formative Research (FR) that arise within a Professional Learning Community (PLC) made up of teachers and student teachers from a Regional Center for Teachers. It is anchored on a research project whose objective was to develop Investigative Strategies (IS) and to evaluate their degree of development in teacher training students within the framework of Ubiquitous Learning (UL). Students were expected to develop Investigative Competencies (IC) through the construction of research experiences that articulated culturally relevant pedagogies, technologies and strategies consistent with their professional training. It was framed within a mixed action-research approach. The data analyzed in this communication arises from the application of instruments such as observations of synchronous meetings and documents, as well as focus groups between teachers and between students. The analysis was eminently qualitative. Some findings show the genuine interaction that took place within the community. Regarding the work in the formed PLC, “dialogical professionalism” played a leading role. It was also identified that reflection acted as the backbone of the agreements and decisions. Regarding tensions, flexibility was the cornerstone in the search for solutions. In relation to the processes, it was found that the formation of the PLC and the work in FR entails facing multiple difficulties, but as a counterpart, the deployment of different strategies stood out. In a context that was visibly characterized by ubiquity, the inclusion of digital technologies was crucial. As a conclusion, it is possible to affirm that the work in FR carried out by the community formed in this research allowed to enhance reflection processes that favoured the professional development of its members.

Palavras-chave : initial teacher training; professional learning communities; formative research; ubiquitous learning; digital technologies; dialogical professionalism; research competences.

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