Taking as the starting-point the In-Service Teacher Education
School-Based, this paper analyses collaboration as an objetive and
strategie for implementing a climate and culture that foster the
educational innovation in Primary Education Centres. The authors employ
the instruments due to the participant observation to analyse the
collaborative reconceptualization and reconstruction of the assessment
practices of the pupils from a Colegio Rural Agrupado (CRA). Antonio Medina Rivilla y Ana Rodríguez Marcos
Key words: In-Service Teacher Education School-Based. Collaboration. Assess ment. School climate. School culture.
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Nº 202, septiembre-diciembre 1995 
