The purpose of this research is to analyze how the roles of academics under a process of continuous training influence the goals that can be achieved. The relevance of this research can be understood since the role of the academic in training is what determines the training model and thus, the potential for change in the contexts.

The aim of continuing training is to get changes in school contexts that are permanent in time. It is therefore important to train participating teachers not only in academic theory. This training model based solely on the accumulation theory, makes it difficult for participants to assimilate all the knowledge (Bevins & Price, 2014). By separating the theory of practice, changes made are fostered to be punctual and not long-lasting, which is needed to achieve transformations.

In this model, the academic is responsible for making all decisions, setting objectives and contents. This makes participants to be merely passive subjects and perceive in a very distant way and sometimes as impossible ideals, what is said in the theory about their practices.

For training to involve transformations in the contexts, participants must undergo a change is their views on education, thus modifying their methodologies and practices (Kincheloe, 2012; Stenhouse, 1987; Korthagen and Kessels, 2009). Changes in thinking must be made from the deep individual or collective reflection about the action in their contexts (Zeichner and Liston, 1996).

Deep reflection processes are one of the best ways of learning teachers have (Schön, 1983). However, if this is done individually or collectively different transformations can be found: (a) in the processes of individual reflection, the changes will affect classrooms. The teacher will reflect on their actions to rebuild and move forward improving their practices. The problem with this kind of thinking is that it is difficult for these transformations to leave the classroom and affect the whole school context (Barba-Martin, Beard, & Scott, 2016); and (b) in the process of collective reflection, changes affecting social practices and social organization (Kemmis & McTaggart, 1988) are sought. The school is moving towards a new idea of ​​work driven by its staff. This way of thinking can be given also among teachers in different centres. In this way, teachers can learn how their ideals of education are also used in other contexts, know in advance what problems they may encounter and make changes based on needs that could not have arisen previously. It is in this way that teachers create a lateral transfer of knowledge, based on reflections on the best experiences among equals (Hargreaves & Shirley, 2012)

The role of the academic in this process of reflection is to be the guide. Their work must be that of a professional accompanying teachers in their first reflective steps. It is responsible to investigate, ask questions, etc. in order to make participants to reflect on certain issues and seek solutions.

In the case of collective reflection processes, the academic should also encourage debate and equal dialogue between all participants. In this case, it is also in charge of uniting teachers in different schools with similar concerns. This is the link that unites similar realities, so that teachers can know different contexts, sometimes by impossibilities of their schedules or administrative, do not know.

Action research is one of the ways that allow teachers to do a collective reflection of their actions in order to achieve actions that lead to a transformation (Perrenoud, 2010).

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