Classroom observation in context: an exploratory study in secondary schools from Northern Colombia
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Revista Brasileira de Educação (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-24782019000100204 |
Resumo: | ABSTRACT This paper discusses the role of classroom observations in informing debates on the quality of teaching and learning in secondary education. Specifically, the document proposes a methodology for classroom observation in context (CoC) to address many of the epistemological limitations of mainstream input-output observation models in relation to the professionalisation of educators. To observe in context entails working with a non-structured observation strategy to identify patterns in classroom events and the subsequent opening of spaces for collaborative dialogues (among observers and between observes and observees) to reflect about the potential mechanisms behind these patterns. The results of an exploratory study of CoC in Northern Colombia indicate the potential of such a strategy in informing education policy debates beyond the classroom setting. |
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Classroom observation in context: an exploratory study in secondary schools from Northern Colombiaclassroom observation in contextmethodologysecondary educationColombiaABSTRACT This paper discusses the role of classroom observations in informing debates on the quality of teaching and learning in secondary education. Specifically, the document proposes a methodology for classroom observation in context (CoC) to address many of the epistemological limitations of mainstream input-output observation models in relation to the professionalisation of educators. To observe in context entails working with a non-structured observation strategy to identify patterns in classroom events and the subsequent opening of spaces for collaborative dialogues (among observers and between observes and observees) to reflect about the potential mechanisms behind these patterns. The results of an exploratory study of CoC in Northern Colombia indicate the potential of such a strategy in informing education policy debates beyond the classroom setting.ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação2019-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-24782019000100204Revista Brasileira de Educação v.24 2019reponame:Revista Brasileira de Educação (Online)instname:Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd)instacron:EAA10.1590/s1413-24782019240005info:eu-repo/semantics/openAccessParra,Juan DavidHernández,Carolaeng2019-03-07T00:00:00Zoai:scielo:S1413-24782019000100204Revistahttp://www.anped.org.br/site/rbehttps://old.scielo.br/oai/scielo-oai.php||rbe@anped.org.br1809-449X1413-2478opendoar:2019-03-07T00:00Revista Brasileira de Educação (Online) - Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd)false |
dc.title.none.fl_str_mv |
Classroom observation in context: an exploratory study in secondary schools from Northern Colombia |
title |
Classroom observation in context: an exploratory study in secondary schools from Northern Colombia |
spellingShingle |
Classroom observation in context: an exploratory study in secondary schools from Northern Colombia Parra,Juan David classroom observation in context methodology secondary education Colombia |
title_short |
Classroom observation in context: an exploratory study in secondary schools from Northern Colombia |
title_full |
Classroom observation in context: an exploratory study in secondary schools from Northern Colombia |
title_fullStr |
Classroom observation in context: an exploratory study in secondary schools from Northern Colombia |
title_full_unstemmed |
Classroom observation in context: an exploratory study in secondary schools from Northern Colombia |
title_sort |
Classroom observation in context: an exploratory study in secondary schools from Northern Colombia |
author |
Parra,Juan David |
author_facet |
Parra,Juan David Hernández,Carola |
author_role |
author |
author2 |
Hernández,Carola |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Parra,Juan David Hernández,Carola |
dc.subject.por.fl_str_mv |
classroom observation in context methodology secondary education Colombia |
topic |
classroom observation in context methodology secondary education Colombia |
description |
ABSTRACT This paper discusses the role of classroom observations in informing debates on the quality of teaching and learning in secondary education. Specifically, the document proposes a methodology for classroom observation in context (CoC) to address many of the epistemological limitations of mainstream input-output observation models in relation to the professionalisation of educators. To observe in context entails working with a non-structured observation strategy to identify patterns in classroom events and the subsequent opening of spaces for collaborative dialogues (among observers and between observes and observees) to reflect about the potential mechanisms behind these patterns. The results of an exploratory study of CoC in Northern Colombia indicate the potential of such a strategy in informing education policy debates beyond the classroom setting. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-24782019000100204 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-24782019000100204 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/s1413-24782019240005 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação |
publisher.none.fl_str_mv |
ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação |
dc.source.none.fl_str_mv |
Revista Brasileira de Educação v.24 2019 reponame:Revista Brasileira de Educação (Online) instname:Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd) instacron:EAA |
instname_str |
Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd) |
instacron_str |
EAA |
institution |
EAA |
reponame_str |
Revista Brasileira de Educação (Online) |
collection |
Revista Brasileira de Educação (Online) |
repository.name.fl_str_mv |
Revista Brasileira de Educação (Online) - Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd) |
repository.mail.fl_str_mv |
||rbe@anped.org.br |
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1754122492743516160 |