APREN-DO: How do teachers learn? Educational implications and challenges to face social change

• Pablo Rivera-Vargas Universidad Andrés Bello, Chile.
• Raquel Miño-Puigcercós Universidad de Barcelona, Barcelona, España
• Cristina Alonso Cano Universidad de Barcelona, Barcelona, España
• Joan-Antón Sánchez-Valero Universidad de Barcelona, Barcelona, España

DOI: https://doi.org/10.5281/zenodo.7467894

Keywords: Teaching staff, educational change, pedagogical relationships, educational quality, learning

Abstract

The project tries to explain how teachers live their learning processes based on evidence obtained in group, classroom, center and personal contexts. For this, through qualitative tools located within the framework of biographical-narrative research, and through a systematic process of analysis and coding, we intend to reveal what, how and where teachers learn. From this, be able to identify the repercussions that these dimensions have for the improvement of the pedagogical relations, the process and the results of learning and, in general, the strengthening of the quality of education.