Resumo

BAILEY MORENO, Josefina; FLORES FAHARA, Manuel  e  GONZALEZ RIVERA, Petra Eufracia. Teachers learning and restructuring of their beliefs in the processes of professional development and school management. Rev. Actual. Investig. Educ [online]. 2016, vol.16, n.3, pp.409-434. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v16i3.25956.

The purpose of this essay is to highlight how the teachers' beliefs have an influence on the way they teach and the importance of considering them in their training and professional development, also stresses that teachers and school administrators have their own systems of building and restructuring of beliefs and therefore can be co-creators of their learning and organizational change. The way in which teachers interpret teaching from their beliefs has great implications for recognizing the need to foster meaningful experiences and opportunities for reflection, if we want to promote their professional development. Literature is reviewed about teachers' beliefs, understood as useful knowledge that guide the teacher practice, which is a valuable opportunity to understand and transform it. The article discusses how organizational knowledge management can become in a strategy that enrich the professional development of teachers, the teaching and the school as a learning space. Questions arising from the state of knowledge of this topic, may encourage future lines of inquiry.

Palavras-chave : beliefs; communities; teacher training; professional development..

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