Analysis of the Teacher´s Educational Practice: Didactic Thinking, Interaction and Reflection

The educational practice of teachers is considered as a dynamic, reflexive activity that involves events that occur in the context of student–teacher interaction, but that is not limited to what has been conceived as teaching practice, that is to say, the educational processes taking place withi...

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Bibliografische gegevens
Hoofdauteurs: García Cabrero, Benilde, Loredo Enríquez, Javier, Carranza Peña, Guadalupe
Formaat: info:eu-repo/semantics/article
Gepubliceerd in: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2008
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Online toegang:https://redie.uabc.mx/index.php/redie/article/view/200
https://repositorioinstitucional.uabc.mx/handle/20.500.12930/6055
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Samenvatting:The educational practice of teachers is considered as a dynamic, reflexive activity that involves events that occur in the context of student–teacher interaction, but that is not limited to what has been conceived as teaching practice, that is to say, the educational processes taking place within the classroom, but related also to the pedagogical intervention that occurs before and after the interactive processes within the classroom. This paper describes a proposal that includes three dimensions to evaluate teaching practice: 1) didactic thinking and planning; 2) educational interaction in the classroom and 3) reflection upon goals attained as a result of the operationalization of the first two dimensions. These three dimensions are interdependent, so each one affects and is affected by the other two, hence the necessity to consider them in an integral way. This proposal considers that teaching improvement programs should stem from carrying out teaching evaluation in the first place, and then proceed to teachers´ training.