The creation of a shared understanding, a challenge for decentralized leadership and teacher autonomy

Abstract

This paper tries to develop an approximation between the mission command philosophy and the teaching professional identity, trying to establish a relationship of interdependence between them, de- termined by the conditions of the contemporary world. Both the notion of configuration and the concept of identity are developed from a perspective that considers the complex articulation of epochal factors. Finally, the characteristics of the praxiological paradigm and its conception of currículum are exposed, to try to link the action research with the idea of the work of the professor-researcher in response to the demands imposed by contemporaneity.