Resumen

The paper presents the experience that we, university researchers, had as educators of school administrators and mathematics teachers. We faced the problem of designing, applying and evaluating a professional development strategy that immersed them in the dynamics of action research. Our main purpose was to begin a questioning process that could lead these people to improve their instructional practices and to generate the space for allowing them to acquire some tools for attacking and solving their every-day problems. We discuss some of the issues that arose in this immersion and draw conclusions about the meaning that "teachers and administrators as researchers" has for us.