Núm. 36 (2023) julio-diciembre

This article proposes an experiential learning cycle design that aims to institutionalize a sustainable innovation process for the continuous improvement of collaborative teaching practice. That allows, in a recurring and systematic way, to elaborate, align and develop didactic, pedagogical, common and shared practices by teachers. In order to overcome the idea that teacher professional development is achieved individually, carrying out pedagogical and disciplinary updating activities, when in reality research shows that the most effective way to achieve it is to transform centers into professional learning communities. With the implementation of the cycle, it is intended to find meaning, give coherence and consistency to all the educational actions of the institution, and guarantee an integral formation of the students based on common values and principles of intervention, agreed upon and shared by the teaching team and the educative community. The cycle is a study aimed at improving collaborative teaching practice and is based on the theory of experiential learning developed by David Kolb from the work of John Dewey, Kurt Lewin and Jean Piaget. Among the findings of its application, the cycle ensures and supports collaborative work as the basis of experiential teaching professional development located in the context of educational institutions, by allowing responses to their needs and legitimate interests to be built from within. Finally, as a conclusion, the cycle offers an organizational and functional process that facilitates the path to follow for a positive collaborative interaction between teachers.