Search results for: García Rafaela
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The current article describes a case study undertaken in a Spanish school during the 2007–2008 academic year. The purpose of this article is to explain how action research methodology was applied to encourage professional and school culture towards an intercultural and inclusive approach. The results show that the training process challenged teachers’ pre-existing deficit theory perspectives and empowered them as leaders for school change.
Updated: Jun. 27, 2012