The acted teaching
Abstract
Tracing out and understanding the action are challenge for research. They are accepted from different perspectives, which have their origin from sociological studies, from ergonomics, from psychology of learning and from education sciences. The aim is of optimize the relationship between research and in-service training. This is possible from paths and methodologies that allow coming into light both incorporated and tacit knowledge of the action, and the beliefs that guide action. Premise is a fruitful relationship between researchers and practical. This
paper presents a study that is situated in these coordinates with the dual aim to develop training opportunities for teachers and to build a knowledge-tool that can provide a reference for the analysis of the action.
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