Publication: Un instrumento de interpretación de la acción
educativa y de reflexión sobre la misma para
el profesorado: el análisis de las tareas escolares,
la estructura de la actividad y la evaluación
Authors
García Nadal, Rafael ; Martínez Valcárcel, Nicolás ; Romero Ayala, Francisco
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Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Se necesitan instrumentos que faciliten
el análisis de la propia práctica educativa de
los profesores para una mejora docente y un
desarrollo profesional adecuado. Estos instrumentos
deben ser interpretativos y clarificadores
del tipo de enseñanza que se produce en las aulas,
así como de sus elementos constituyentes. El análisis
de las tareas escolares, la estructura de las
actividades y el sistema de evaluación, presentados
desde la perspectiva ya clásica de Doyle permiten
esquematizar los elementos de la acción
educativa. Nuestro artículo propone el uso de un
modelo basado en este análisis, avalado por una
experiencia práctica y con el fin de facilitar apoyo
formativo al profesorado, tanto para un uso individual
del mismo como para su desarrollo desde
instancias de formación permanente.
Abstract We need instruments that facilitate the analysis ofthe own educative practice ofteachers for a teaching improvement and an adequate profesional development. These instruments must interpret and clarify the type of teaching that is used in classrooms and also its componen! elements. The analysis of school works, the structure of activities, and the evaluation system, presented from the Doy!e's yet classical perspective, allow to outline the educative action's elements. Our article proposes the use of a model based on this analysis, guaranteed for a practica! experience and with the purpose of provide formative support at teachers, for an individual use and also for its development from permanent formation institutions.
Abstract We need instruments that facilitate the analysis ofthe own educative practice ofteachers for a teaching improvement and an adequate profesional development. These instruments must interpret and clarify the type of teaching that is used in classrooms and also its componen! elements. The analysis of school works, the structure of activities, and the evaluation system, presented from the Doy!e's yet classical perspective, allow to outline the educative action's elements. Our article proposes the use of a model based on this analysis, guaranteed for a practica! experience and with the purpose of provide formative support at teachers, for an individual use and also for its development from permanent formation institutions.
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Citation
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