The theory “extracted” from the practice of professional educators: educational writings as analysis units

Abstract

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.