¿Cursar un posgrado en educación en ciencias mejora a enseñanza?

In this paper we investigate how the passage through two master programs in Science and Technology Education from Córdoba and La Plata (Argentina) influences the performance of teachers who are pursuing those degrees. Our hypothesis was that such passage needed improving in practical work and research skills. To that end, the teachers were asked a number of questions regarding their practical work and the changes that could have been promoted by these graduate studies. This was complemented with class observations. Results show that the master's program generated changes in teaching practice, which developed or perfected their educational research skills, and that participation in research groups strongly depends on the institutional context. [ABSTRACT FROM AUTHOR]