This paper presents a research focused on teacher educators’ professional development and in the impact of their experience in an action research project, centred on ethical issues, where they were teacher’s educators and simultaneously researchers, in a context of in service teacher education. The main theoretical framework is a complexity perspective of professional development. In terms of methodology, based on an interpretative approach, we did semistructured individual interviews to teacher educators and data were treated with content analysis. The main results points to the importance attributed to the participation in the project for their professional development as teachers and teacher educators, with an emphasis on a dialogical work at both team researchers level and at the teacher education groups level. The concomitant work in the contexts of teacher education and of schools (where they are teachers) propitiated a mutual construction, namely a growing ethical awareness, self regulation and committed action guided by ethical purposes and dispositions, in both contexts.

Conferência realizada na Universidade de Coimbra