David Slavit
Universidad Autonoma de Madrid
Tamara Holmlund Nelson
Washington State University Vancouver, USA
Publicado agosto 8, 2018


This paper describes the impact of dialogic inquiry (Wells, 1999) on two groups of teachers engaged in a specific model of professional development, termed supported collaborative inquiry (Nelson & Slavit, in press). After a discussion of the professional development and teaching contexts, elaboration of two teacher groups engaged in a year-long collaborative inquiry process are provided. Evidence suggests that the two teacher groups had various levels of success regarding the establishment of an inquiry community, and both experienced difficulties in collecting and managing data. Both groups found the dialogic nature of the professional development to be of significant benefit in a variety of ways. Implications on professional development and further research are provided.

KEYWORDS: Teacher Inquiry – Professional Learning Communities – Secondary Mathematics and Science


Este artículo presenta el impacto de la indagación dialógica (Wells, 1999) en dos grupos de docentes participantes en un modelo especifico de formación continua definido como indagación colaborativa con asesoramiento (Nelson y Slavit, en prensa). Después de discutir los contextos de enseñanza y formación continua se presentan dos grupos de docentes implicados en un proceso de indagación colaborativa durante un año académico. Las evidencias sugieren que los dos grupos tuvieron cierto éxito con respecto a su capacidad para establecer una comunidad de indagación y ambos grupos tuvieron dificultades a la hora de recoger y procesar sus propios datos. Por una variedad de motivos ambos grupos encontraron significativamente positiva la experiencia de formación continua dialógica. Se discute las implicaciones para la formación continua y la investigación futura.

PALABRAS CLAVE: Indagación docente - Comunidades de aprendizaje profesionales – Matemáticas y ciencias en educación secundaria


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