KNOWLEDGE CONSTRUCTION IN PRIMARY EDUCATION: THE ROLE OF CONTINUING TEACHER PROFESSIONAL DEVELOPMENT
DOI:
https://doi.org/10.56219/se.v26iExtraordinaria%20N°%201.5099Keywords:
Knowledge construction, continuing teacher professional development, ; transformative praxis, primary educationAbstract
This article offered a perspective on education in contemporary society. Accordingly, this study derived from doctoral research aimed to generate a theoretical construct on continuing professional development for primary school teachers as transformative praxis in the construction of knowledge. The research was grounded in a post-positivist interpretive paradigm, a qualitative approach, and a phenomenological–hermeneutic method. The study was conducted at the “Gustavo Villa Díaz” Educational Institution, located in the municipality of Arauca, Department of Arauca, Colombia, drawing on the views of five (5) key informants. The theoretical framework was supported by Bronfenbrenner’s Ecological Systems Theory (2000), Rogers’ Humanistic Theory (1975), Salas’ Learning Theory (2012), Durkheim’s Sociological Theory of Education (1912), and Adam’s Andragogical Theory (1970), as cited by Amaya (2011). Data was collected through semi-structured interviews using an interview guide. Data analysis employed categorization, structuring, triangulation, and theorization. Findings indicated that continuing professional development was experienced as an ongoing process shaped by the complex realities of practice, teacher collaboration, and curriculum re-signification, fostering didactic innovations and more inclusive pedagogical decisions. It was concluded that strengthening communities of practice, context-based mentoring, and contextualized professional learning pathways contributed to consolidating transformative praxis oriented toward meaningful learning and institutional improvement.
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