ANALYSIS OF INTERACTIONS IN A COLLABORATIVE CONTEXT OF PROFESSIONAL DEVELOPMENT

We consider that the processes of interaction in a collaborative context of professional development have a significant influence on the degree of involvement of one of the participating teachers, and modulate the influence the context exerts on her professional development. We present an instrument for the analysis of interactions, which was developed in the course of this research and which aims to capture the dialogical nature of the discourse through three defining features distributed across six columns: the unit of information (utterance); the co-participants (the teacher and Interactant); and the contexts providing the sense of each contribution (Episodes, Action and Nature of the action). We also include a column for Content to complete the analysis with the epistemological input of each contribution to the discourse.