In-service teacher education and scholar innovation: the semantics of action and reflection on action as a mediation device

Abstract

This paper presents and discusses the results of a research project in education sciences, which aimed at identifying and understanding the effects of in-service teacher education carried out in schools, on the educational practices of a school of the 1st cycle of basic education (cbe). The training was organized with small project groups consisting of six teachers and a trainer, and lasted three years. The present study analyzed the narratives of the educational practices of teachers and of reflection in small groups, from one of the project groups. The analysis highlighted the importance of the semantics of action and reflection upon action as devices for mediating the training and the changes in individual and collective educational practices.