Aprendizaje conectado como práctica sistémica para procesos de desarrollo profesional docente: un estudio de caso basado en la combinación de estrategias didácticas complejas

Abstract

This article presents the experience of designing, implementing and evaluating a teacher professional development action focused on improving the teacher’s assessment skills, carried out -in this first edition - with 24 secondary school teachers from seven European countries. The course has been carried out in an in-campus-base mode. The objective is to propose a teacher training model that clearly responds to the basic principles of Networked Learning and that expands on the objectives of the project that covers it. Along these lines, the course designed, and the results obtai- ned by the participants will be analysed. The course is an integral part of a European educational research project whose purpose is the design, production and piloting of resources, methodologies and tools for the assessment of entrepreneurship competence in secondary education. The results of its implementation have been positive and the conclusions that emerge from the data highlight the importance of the strategies carried out to achieve the commitment of the participants and a coherent training model.