Teaching professional development through a participatory project. H collaborative research

INTRODUCTION. The evolution towards a transformative school model requires teachers to become facilitators in order to create participatory scenarios that empower the educational community. This research aims to highlight the changes in the culture and educational practice of teachers through a community process of reflection and participation, over three years, within the framework of a European project of social innovation developed in an Early Childhood and Primary School. METHOD. This is a collaborative evaluative research from a qualitative perspective. Its aims are to find out how the participation of the educational community in the European project of educational and social transformation NEMESIS affects teachers and to inquire how this project influences their educational practice and professional development. Two researchers from the university, 35 teachers from the school, 3 family members and 16 children participated in the study. The instruments and strategies used to collect information were participant observation, document review, interviews and discussion groups. RESULTS AND DISCUSSION. The results show that the involvement of teachers in the project has led to changes in their methodology and teaching culture towards increasing the participation of students and the educational community, fostering their professional development and the reconstruction of their teaching identity. It shows a possible way to continue promoting a school that fosters social justice from the experience of shared reflection.