Teachers' Professional Development as a Process of Critical Action Research

Abstract

In Spain, in the last few years, continuous teacher education has shifted from concentrating on a technological paradigm to developing new approaches which regard the teacher as the main agent of change and curriculum innovation. From this perspective we suggest a programme of professional development based on Habermas' Critical Theory and on a process of action research in which the teachers are involved as active subjects of their own learning. © 1995, Taylor & Francis Group, LLC. All rights reserved.