Resumo

VILLEGAS GRATEROL, María Margarita  e  HERNANDEZ CAAMANO, Ligia Mercedes. LA INDAGACIÓN DIALÓGICA (ID): UNA ESTRATEGIA PARA LA CO-FORMACIÓN DE DOCENTES EN SERVICIO. Rev. Esc. Cienc. Educ. [online]. 2017, vol.1, n.12, pp.97-113. ISSN 1851-6297.

This communication aims to analyze the dialogic inquiry strategy (ID) as a form of permanent co-training conducted with teachers in service and that also participate in graduate programs in an institution of higher education in the Dominican Republic. The ID was assumed as a strategy of horizontal communication between the accompanist teaching and the accompanied teacher who collaboratively dialogue in order to find answers that will enable them to interpret practice, reflecting collaboratively on it. A case study was conducted with three accompanist teachers and three accompanied teachers. Data were collected through observation and an unstructured interview. These were analyzed qualitatively, and the results show that the effectiveness of the strategy is based on both the protocol development as well as in the principles that accompanist teachers evidence, such as horizontal relationship between professional learning that allow other teachers to reflect on their work involving such practices and not from a dichotomous view that is oriented to focus on needs and strengths from these practices.

Palavras-chave : Accompaniment; Collaborative dialogue; Reflection; Protocol.

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