The active aging of teachers for a school in perspective of capability development

Abstract

This article intends to address the issue of professional development of
teachers in a view of active aging for a school in which the drive for innovation
of educational practices requires a recursive professional action of discovery,
experimentation and reflection in a multi-perspective view of the
school context. It is therefore proposed a reflection on the need to detect
the dynamics of correlation between possession of Innovator discovery
skills (Christensen et al., 2011) and the organizational and relational conditions
to enhance teacher’s development capabilities for improvement of
students’ agency.