Improving our own knowledge through analysing an episode from teachers' practice - different focuses of analysis

• Autor(a) principal: Miguel Ribeiro, C. [UNESP]
• Data de Publicação: 2014
• Outros Autores: Teresa Gonzalez, Ma, Fernandez, Ceneida, Sosa, Leticia, Escudero, Dinazar, Montes, Miguel A., Contreras, Luis C., Flores, Eric, Carrillo, Jose, Climent, Nuria, Blanco, Lorenzo, Cardenas, Janeth, Badillo, Edelmira, Flores, Pablo, Maria Gavilan-Izquierdo, Jose, Sanchez-Matamoros, Gloria, la Cinta Munoz-Catalan, Maria de, Toscano, Rocio, Gonzalez, T., Codes, M., Arnau, D., Ortega, T.
• Tipo de documento: Artigo de conferência
• Idioma: spa
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/183965
• topic: teachers' knowledge and profesional development; analysing teachers practices; different theoretical perspectives

One of the core ways allowing obtain an ampler and deeper understanding on the content of teachers' knowledge concerns analysing teachers' practices. Such practice can be perceived in a broader way, not limited to classroom practice. On the other side, discussing and reflecting on the same situation with different theoretical and methodological approaches seems to contribute also for obtaining a deeper understanding not only on such practice but also on the used approaches for such analysis. In this paper we present and discuss part of the work developed in the intermeeting of the group research teachers' knowledge and development of SEIEM concerning the potentialities of analyzing one episode using five different theoretical approaches.