Reflection and autonomy in teacher training from the perspective of Participatory Action Research

Abstract

This article describes an experience of teacher training from the perspective of participatory action research. In the Workshop mode, the purpose was to promote teacher autonomy, reflection on their practice and the importance of theory to avoid practicality. With the analysis of the ethnographic methodology, supported by the participant observation and with the teachers' voices, it can be established that in the non-directive update experiences and with the context analysis, the teaching staff feels a subject in self-training. At the same time, the teacher chooses collectively what to investigate and change the dynamics of the development of the Workshop. Finally, the teacher understands that the process matters more than the results and it is feasible to design training experiences according to their personal interests.