The study focuses on the topic "Teachers Professional Development', traditionally approached from the area of Didactics and School Organization (DSO). Seeks two objectives: to explore how participants understand the construct of ‘teachers personal development’ in their own training and daily practice, and to note the impact of a proposed ad hoc training focused on personal growth.
The research was divided into two studies. The first diagnosis was performed using a previously validated questionnaire and other qualitative research techniques to the situation that kept the Masters program in Elementary Education from the Benemérita y Centenaria Escuela Normal del Estado de San Luis Potosí (México) with respect to achieving its institutional purposes and attention and contribution to personal development of participating teachers. The second study involved the design and implementation of the proposed training, specifically aimed at encouraging care and didactic reflection on the construct of personal maturity, their presence in the regular educational communication and its impact on professional development of teachers.
The results of both studies suggest that, for participants, their own personal growth is an issue relevant formative influences in practice and, paradoxically, has hardly been addressed in learning experiences. On the other hand, everything seems to point to specific training focused on personal growth can spur awareness and improving education. Such training must necessarily be deep and thorough. The conclusion of the research confirms that professional development is not without personal development focused on the maturity. This interdependence materialize training spaces between them. As a result, stands the little sense it makes the lack of theoretical cohesion between professional development, teacher training and personal maturity in the pedagogical area of DSO.