Consejo Técnico Escolar: espacio de formación permanente para mejorar el proceso de enseñanza y de aprendizaje

Abstract

Organizational and theoretical inadequacies negatively affect teachers’ continuing education. The objective is to analyze the School Technical Council and its influence on the teaching and learning process in secondary school. The method used was the systematization of experiences that allowed the collection of particular information in context from its protagonists from the participatory action research. Semi-structured interviews, participant observation, questionnaire and field diary were used for data collection. The main results show that the School Technical Council is a ritual permeated by positive and negative social practices where a learning theory, a pedagogical approach and a didactic model linked to a management model are needed to enable it as an academic space for permanent training that positively influences the teaching and learning process. It is concluded that it is necessary to strengthen the theoretical platform of teachers in order to access a professional performance characterized by the theoretical-practical mastery of pedagogical, didactic and disciplinary knowledge.