El profesorado y el cambio educativo. Consideraciones teóricas y metodológicas

Teacherk role in educational change processes. Theoretical and methodological considerations Main contemporary theories in sociology of education cannot explain most causes and features of educational change. This concerns to the origins of educational change as well as to the agents' role in the process. Contributions of theories of resistance count for a the- oretical explanation of teachers' role in educational change processess, but they lack a rigou- rous methodological development about how this is to be done. Critical action-research may overcome these limitations, basically through a new definition of teachers-facilitator relationship. Reflections presented in this article allow us to build the theoretical bases to develop a methodolgy for educational change in schools, in which it is possible to distin- guish reproductive and counterhegernonic practices. (Author) I