The qualitative analysis of educational practices: the looks of educators as writing marks
This work explores the epistemological foundations which guide the analysis
of educational practices into a procedure of cognitive research, a training
modality based on reflective thought.
A strong need to combine the educational practise, acted on the educational
field, with the abstract research in university gives the way to think about
a new epistemology about practise, which gives importance to situated action,
away from the formalised theory, but full of meaning and useful to
found a new “practical theory”, a new knowledge base for professional educators
who make use of the writing as a means of reflection, self-reflection,
cognition and meta-cognition, self-awareness, in order to improve
their practise and make themselves more responsible towards their profession.
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Copyright (c) 2017 Federica Sisti
This work is licensed under a Creative Commons Attribution 4.0 International License.
Formazione & insegnamento is distributed under Attribution 4.0 International (CC BY 4.0).