Educational Intervention and Improvement of Teaching in a Professionalizing Postgraduate Course for Teachers

We present a partial report of a more general ethnographic study that examines how educational intervention and reflective processes mediate, in the improvement of teaching, as training devices of a professionalizing postgraduate course for in-service basic education teachers. The research was carried out in the Master's Degree in Basic Education (MEB) offered, by the National Pedagogical University of Mexico in several of its units, in the Sociocultural Animation of Language specialization, one of the ten areas of specialization that this master's degree includes. In the MEB, the intervention is an articulating device of the formative path in the program in which the teachers-students (PEs) explore, with the school groups they attend, strategies to overcome unsatisfactory situations that they face in the teaching and learning of the written language. The analysis shows how individual and collective reflection on the difficulties experienced in the intervention favor the PEs to take ownership and to incorporate new pedagogical perspectives in their practice, by favoring the re-elaboration of their understanding and teaching knowledge about the teaching of written language.