Profesorado reflexivo e investigador

CONTENT

The main purpose of this book is to remove the barriers the academic tradition has slowly built, through time, between two activities that, in fact, are inseparable: teaching and research. 

At present, classrooms can be thought of as laboratories where teachers develop their teaching activity and deal with the big questions, problems and situations that need to be explored. That is why the research skills and the teaching skills –both being components of the teacher-researcher– should be intertwined in the teacher’s professional profile.

This book poses the urgent need for bringing the teaching research nearer the real problems of the classroom, and suggests letting the teacher himself –as a teacher-researcher– be the bridge that can ease the path and shorten the distance between teaching and researching.

Built on the thought of Donal Shön, who thinks of the teacher as a researcher on a practical setting, this choral work invites us to strengthen a new teaching culture based on investigation. The classroom is the stage where the major hypothesis and thesis that need to be resolved in order to improve the learning processes arise.

This book does not pose a delusional utopia; on the contrary, it proposes and shows how, from his initial training, any educator can acquire the necessary skills to study his teaching activity as a means of improving his professional practice.

The authors of this book, coordinated by Àngels Domingo Roget, PhD in Pedagogy (International University of Catalonia), are teachers with an extensive and diverse classroom experience at the different levels of several European and American educational systems. They have taught teachers and professors at Chilean, Mexican and Spanish Universities to research. Their book offers two important contributions: conceptual fundamentals to integrate teaching and research, and innovative experiences about how to teach teachers and professors to integrate research in their practice, in order to optimize it.

EXTRACT OF THE INDEX

Foreword: Miguel A. Zabalza

I. Towards an inquiry-based teaching culture

1. Attributes and skills of the teacher-researcher

2. Inquiring teaching –Development models

II. Between research and university teaching. A reflective practice approach

3. Going from reflecting on the subject matter, to reflecting on the research practice 

4. The researcher in the university classroom as a reflective practitioner

III. Research capability in initial teacher preparation

5. A reflective teacher becoming a researcher teacher

6. The role of research in the initial teacher preparation

7. Formative research and co-design as methodological strategies for the development of research aptitude

IV. Reflective educational strategies to enhance research of teaching practices in their classroom and the transformation –reflection circles and reflective writing

8. Educational reflection circles aiming to strengthen the teacher’s investigative competences and his pedagogical knowledge

9. Reflective writing and its importance for the development of a teacher who explores his own practice