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dc.contributor.authorMárquez-Román, Ana
dc.contributor.authorSoto-Gómez, Encarnación 
dc.date.accessioned2021-10-13T10:58:05Z
dc.date.available2021-10-13T10:58:05Z
dc.date.created2021-09
dc.date.issued2021-09
dc.identifier.urihttps://hdl.handle.net/10630/22996
dc.description.abstractIn the research presented here, the aesthetic design of the educational space becomes the key factor that makes visible the pedagogical conceptions that guide teachers’ daily practice. The decisions they make in relation to space design tell us about how they understand and develop the teaching and learning process. That is, these spaces become explicit messages of their practical knowledge, understood as the set of knowledge, skills, values, attitudes and emotions that operate automatically and that condition our perception and performance (Peña Trapero & Pérez Gómez, 2019). The school spaces show in this way the gap between the automatic actions derived from the whole entrenched school culture, and that which teachers verbally support and defend. In other words, they evidence the distance between their actions and their intentions, between doing and saying, between their theories in use and their proclaimed theories (Argyris, 1993; Schön, 1994). Even though this distance is almost inevitable, it is increasingly necessary to make it conscious to try to transform it. This case study, financed by the University of Malaga and an FPU contract (04/17106) granted by the Ministry of Education of Spain, aims to understand the experience of reflection and pedagogical-spatial transformation lived by the group of teachers of Early Childhood Education of the public school “Frida Kahlo”, in a coastal town in southern Spain. And with this it intends to understand how this complex process of transformation from practical knowledge (action) to practical thinking (reflection) (Pérez Gómez, 2017, 2020) of these teachers in relation to the educational space is developed.es_ES
dc.language.isospaes_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/*
dc.subjectConocimientoes_ES
dc.subjectDocenciaes_ES
dc.subjectEstéticaes_ES
dc.subject.otherEducational spacees_ES
dc.subject.otherAestheticses_ES
dc.subject.otherTeacher professional developmentes_ES
dc.subject.otherPractical knowledgees_ES
dc.titleThe Educational Space: Builder of a New Teaching Being. Impact of Aesthetic-Spatial Design on the Transformation of Teaching Practical Knowledgees_ES
dc.typeinfo:eu-repo/semantics/conferenceObjectes_ES
dc.centroFacultad de Ciencias de la Educaciónes_ES
dc.relation.eventtitleECER 2021 (The European Conference on Educational Research). Emerging Researchers’Conference. “Education and society: expectations, prescriptions, reconciliations”es_ES
dc.relation.eventplaceGinebraes_ES
dc.relation.eventdateSeptiembre 2021es_ES
dc.rights.ccAttribution-NoDerivatives 4.0 Internacional*


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