RT Conference Proceedings
T1 Lesson study as a way of reconstructing practical knowledge for improved teaching practice. Seven case studies.
A1 Peña-Trapero, Noemí
A1 Vasquez Suárez, Kena
A1 Rodríguez Rivera, José Antonio
A1 Becerra Mena, Ana Fátima
A1 García de Paz, Sergio
K1 Estudio - Métodos
AB With the aim of helping to enrich teacher training processes, using an approach based on Practical Knowledge and Practical Thinking (Schön's knowledge-in-action), the present paper strives to explore and understand the relationships between espoused theories and theories-in-use (action theories by Argyris) of a group of seven pre-school teachers involved in a process of in-service training based on Lesson Study, a powerfulmethodological tool to identify, contrast and review such theories both autonomously and cooperatively. The conclusion reached is that this training strategy is a rich proposal for the questioning of teaching theory and practice, and, in consequence, for the reconstruction of more unconscious Practical Knowledge, albeit with some circumstantial and personal nuances.
YR 2015
FD 2015-01-14
LK http://hdl.handle.net/10630/8684
UL http://hdl.handle.net/10630/8684
LA eng
NO Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 19 ene 2026