Interdisciplinary projects of classroom and reprofesionalization of teachers: a model of training

Abstract

This research evaluates the effect of a model of training in interdisciplinary projects of classroom in a sample of 60 teachers belonging to 4 establishments of Secondary Education. The approximation is so much qualitative as quantitative using measurements before, during and after the training by means of observation of the pedagogic performance in the classrooms of the teachers participants and self report of their perceptions concerning their experience in the process of training and the change in their practices. 
The results show significant changes in the educational practices after the training, which are kept in time. The self-report of the participants shows an important increase in the feelings of self efficiency and aptitude to innovate. The results are discussed considering the characteristics necessary for a model of efficient training and the need to consider the daily practice of the teachers and the context where it develops.