RESEARCHING TEACHING METHODOLOGIES AND PRACTICES FOR UNDERSTANDING PEDAGOGY

1. INVESTIGATION AND PRACTICE

1.1. Explanations in the classroom cannot rest solely on the quality of the product

1.2. The act itself influences learning because science education is concerned with both thought processes and content knowledge (Nickerson, 1985, Prawat 1989)

1.3. The explanations have been divided into three categories called: Explanations of scientific content, explanations of pedagogical content and daily explanations

1.3.1. Everyday explanations: They are dynamic and are not restricted by the rules of evidence and argumentation

1.3.2. Pedagogical explanations: Described in more detail in the following two main sections, they are designed to share knowledge and meaning.

1.3.3. Scientific explanations: They are preserved and obeyed, it is argued that research on the relationship between the content that teachers teach and the way they explain it has important results to improve classroom practice and student learning

2. THE CLASSROOM AS AN EDUCATIONAL CONTEXT

2.1. Teaching has elements of a trade, a science and an art, each of which has different implications for attempts to improve classroom practice.

2.2. As Cochrane-Smith and Lytle (1993) pointed out, teachers in the classrooms constantly react to complex events using highly analytical frameworks complex.

2.3. There is no clear limit between good teaching practice, which is reflective, analytical and constantly evolving, and research teacher

3. UNDERSTANDING OF PEDAGOGY

3.1. The questions are the ones that are important in the teaching and learning environment

3.2. It can be carried out in different ways and the diversity of approaches that need to be recognized and understood

3.3. The PEEL project stresses the importance of researching teaching for teachers

3.4. Most important is the direct link between research and teacher practice.

3.5. For teachers the main purpose of studying teaching is to teach more effectively in their own classroom settings

3.6. Richard White reflects on teaching research about the change in methodologies, practices and the importance of this change

4. INVESTIGATING TEACHING THROUGH PEDAGOGY

4.1. Teaching research has a lesson is important and immediate for teaching

4.2. MAX explores ways to look at pedagogy through the eyes of students offers a powerful way for teachers to reconsider their classroom practice and student learning

4.3. Tom and Shawn illustrate and challenge the stereotype to spread the knowledge of information

4.4. Pedagogy problematizes the conditions and adaptations of educational practices

4.5. Its objective is to provide a knowledge base for professionals who must deal with traumatic difficulties and problems in children