Abstract
MUTUAL REFLECTIVE PRACTICE AS A MODEL OF PROFESSIONAL DEVELOPMENT IN EDUCATIONAL CENTRES
 It has been shown that among the different modalities of teacher training, those that take place within a group, with interaction among the teachers themselves and aimed at achieving a common objective are the most suitable for improving teaching practices. Nevertheless, this type of formative process is only effective if it is carried out systematically and if it is really participative. Therefore, efforts would be made to help organizations like schools to become communities of practice.
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