Construcción de procesos y estrategias de un modelo de desarrollo profesional en los colegios agrupados (CRAs)

Abstract

The main objective of this thesis was to analyse what Grouped Rural Schools--CRAs (Colegios Rurales Agrupados)--are, what they represent and what effects they generate in school organization and teachers' professional development.

CRAs have been a proposal for a flexible organization in rural contexts which has exceeded the limits imposed by legislation and has broadened the educational process beyond the duality teacher-student.

This research, of an exploratory nature, has been guided by the logic of discovery (qualitative approach) as well as by the logic of proof (quantitative approach).

Methodologically, the descriptive-interpretative multifocus procedure has been used in order to improve our understanding of the peculiar characteristics of CRAs and their effects on teacher training.

The theoretical framework establishes the conceptual features of CRAs in terms of social perspective, school autonomy and organizational development, and analyses their structure from the ecological perspective. It also establishes the basic principles for the professional development of teachers in rural areas.

The empirical work acquires a multimethod dimension by using diverse techniques and procedures to gather and analyse information (Questionnaire for Teachers, Guide to Interviews and Circle of Collaboration). It is complemented by a multilocation study, which applies the same objective of investigation in different physical spaces in order to obtain a translocal verification.

The new model of training proposed, named FCPC--Formación en Colaboración de Profesores y Centros (Training in Collaboration of Teachers and Schools)--links the features of training models based on the teacher as a reflective researcher with school organization models focused on organizational development.

The functioning of CRAs creates singular systems of relationships among teachers which generate new demands and needs of formation. The research concludes that, for those teachers working in Grouped Rural Schools in Castilla-La Mancha (Spain), the training model follows the lines of collaborative professional development.