Abstract

Extension Training for teachers is a decisive part of the teaching-learning transformation process and enhances the quality of professional development. This study strives to determine the impact of tutoring on continuous teacher training in the “Let´s All Learn” program in Colombia and how it redefines pedagogical practices through feedback and encouraging teacher reflection. A qualitative methodology was used for this study (Creswell, 2013) as well as a case study method (Eisenhardt, 1989; Yin, 1989), deemed appropriate to measure and record participant behavior, nor were the results of the case study extrapolated to other contexts. (Latorre, Arnal and Rincón; 1992). Teachers participating in the program stated that, in addition to providing pedagogical support for planning and teaching practices, tutoring established a shared sense of responsibility since knowledge and understanding of methodological, pedagogical and didactic aspects adhere to an established curriculum. It was concluded that tutoring, in the “Let´s All Learn” Program, promoted increased dialogue among teachers to enhance teaching skills and achieve significant learning in students.

Keywords Teacher Training; Pedagogical Practice; Primary Education; Teacher Qualifications