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RESUMEN. El desarrollo profesional de los docentes es un tema clave sobre el cual se viene insistiendo desde las politicas educativas y desde la bibliografia especializada. No obstante, la investigacion con base empirica y el analisis de los modelos pedagogicos que subyacen a las actividades de formacion todavia es incipiente. Este articulo se propone avanzar en ese sentido. Primero, se precisa la nocion de modelos de desarrollo profesional y la importancia de su revision. Luego se discuten dos grandes modelos y diferentes clasificaciones realizadas por los expertos. Segundo, se presentan resultados provenientes de dos investigaciones con la intencion de recuperar las voces y las perspectivas de los docentes sobre su desarrollo profesional. Finalmente se exponen algunas tesis para comprender los nudos criticos que enfrenta la formacion permanente del profesorado. ABSTRACT. Teachers´ professional development is a recurrent topic discussed by educational politics and by specialized bibliography. Nevertheless, the empirical research and the pedagogical models which underlie the teaching training practices are just beginning. This article suggests making a progress in this sense. Firstly, it is presented the notion of professional development models and the importance of their revision. Then, two important models and different classifications made by experts are discussed. Secondly, results from two researches are presented with the intention of recovering teachers´ voices and their views on their own professional development. Finally, some theses are exposed in order to understand the critical points which are to be faced during the professional development.

páginas de educación/páginas de educación

Hacia una pedagogía del desarrollo profesional docente. Modelos de formación continua y necesidades formativas de los profesores. Towards a pedagogy of teacher professional development. Models of continuing education and teachers´ needs for training.