Publication: Diferencias y similitudes de la Investigación/acción y la evaluación
Authors
Sáez Brezmes, María José
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El autor analiza las condiciones y características del desarrollo curricular en USA y en el Reino Unido, estableciendo las particularidades del proceso en este último país con la contribución de la I/A a dicho proceso. Las casi dos décadas de retraso con la que se inicia la I/A y la evaluación en nuestro contexto educativo, hace necesario establecer las diferencias y similitudes de ambos procesos. Las diferentes pautas metodológicas seguidas por ambas formas de procedimiento en nuestro país se señalan en términos de conclusiones.
The author analyzes the conditions and characteristichs of curriculum development in the USA and the U.K. and establishes the peculiarities of the process in the latter country taking into consideration the contribution what Action-research has made to the process of curriculum development. The delay of nearly two decades in the start of Action-research and evaluation in our educational context, makes it necessary to establich the differences and similities od both process. The different methodological guide-lines follow by both procedures in our country are shown, as conclusions.
The author analyzes the conditions and characteristichs of curriculum development in the USA and the U.K. and establishes the peculiarities of the process in the latter country taking into consideration the contribution what Action-research has made to the process of curriculum development. The delay of nearly two decades in the start of Action-research and evaluation in our educational context, makes it necessary to establich the differences and similities od both process. The different methodological guide-lines follow by both procedures in our country are shown, as conclusions.
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Citation
Revista interuniversitaria de formación del profesorado, V. 5(1), N. 10, 1991
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