CONTINUOUS PROFESSIONAL DEVELOPMENT BASED ON PARTICIPATORY ACTION RESEARCH: A MODEL FOR IMPROVING THE QUALITY OF ACTIVE, REFLECTIVE AND COLLABORATIVE TEACHERS
DOI:
https://doi.org/10.18623/rvd.v23.n4.4745Keywords:
Sustainable Professional Development, Participatory Action Research, Teacher Reflectivity, Teacher Collaboration, Professional Learning CommunityAbstract
This study aims to analyse the factors that influence the level of activity, reflectivity, and collaboration of teachers in continuous professional development based on Participatory Action Research (PAR); evaluate the impact of the PAR model on the quality of learning in schools; and identify the challenges and solutions faced by teachers in its implementation. A qualitative research method with a thematic analysis approach was used to explore the experiences of six teachers, one head teacher, one supervisor, and one external facilitator. The results showed that teacher activity was influenced by the relevance of training, structural support, and intrinsic motivation. Teachers' reflectivity is generally still individual and sporadic, while collaboration occurs more informally. The application of the PTP model has been proven to increase professional awareness, encourage evidence-based learning, and strengthen peer collaboration through reflective forums and professional learning communities. The main challenges include time constraints, administrative burdens, and a lack of institutional support. Strategic solutions include providing dedicated time for reflection, simplifying administrative tasks, practice-based training, and transformational leadership by school principals.
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