We describe a case study focused on the evaluation of a secondary education science teacher, addressed from two different approaches: action-oriented reflection and classroom action itself, and how both interact, all under the Complexity Hypothesis. The study comprised two levels - one qualitative, and the other critical in nature. We analyse four scopes of study: objet, purpose, participation and instruments of evaluation. The findings suggested that the teacher was in the midst of the two processes becoming more complex, allowing us to move closer to her possible perspectives of professional development.

This article describes a case study of a secondary education science teacher as a part of an investigation-action group. We analyze how reflection and action interact, and the influence on teacher professional development. To undertake this study we have developed a progression hypothesis that we call The Complexity Hypothesis, which progresses from technical efficiency, passing to interest in practical problems, and to critical awareness. The findings suggested that the teacher's conception is associated with the assimilation of the educational school learning, comprising a hard core of obstacles for her professional development. On the other hand, we also saw the emphasis on her interest in the pupils' difficulties in the learning process. This process indicates the direction of her professional development for more complex theories on the matter, as well as the fundamental importance of the support of the investigation-action group.

En el artículo se describe un estudio de caso de una profesora de educación secundaria integrada en un grupo de investigación-acción. Nuestro interés es la relación entre el aprendizaje escolar y los obstáculos que sus alumnos encuentran. Se analiza cómo la reflexión de la profesora y sus acciones en el aula interactúan, así como su influencia en el desarrollo profesional. Para acometer este estudio hemos desarrollado una hipótesis de progresión que llamamos de la Complejidad. Los hallazgos sugieren que la profesora posee una concepción asimilativa del aprendizaje escolar, formando parte del núcleo duro de sus obstáculos para el desarrollo profesional. Este proceso indica la dirección en su desarrollo profesional en tanto construya teorías más complejas al respecto, así como el soporte fundamental del grupo de investigación-acción.