ABSTRACT
This text aims to understand the characteristics that limit and/or benefit Professional Teacher Development (PTD) through the planning, development and evaluation of an Integrative Project (IP). For this analysis, we created a collective study group, called Professional Development in Teaching Computing (Desenvolvimento Profissional Docente na Licenciatura em Computação - DPDLiC), in the Computing Department of the Farroupilha Federal Institute - Campus Santo Augusto. The study group had a critical and emancipatory Action Research approach as its theoretical base. The meetings were organized in person and in cyberspace, in order to allow for teachers’ active participation. The study made it possible to understand and reinforce the idea that the teachers/trainers themselves, when organizing the IP collaboratively, take responsibility for the training of their peers, and they favor PTD.
KEYWORDS:
professional development; action research; integrative project