Researching Teaching : Methodologies and Practices for Understanding Pedagogy

1. Understanding of pedagogy

1.1. Most teachers focus on their profession but do not work from their vocation perspective

2. Teaching and research

2.1. Society uses different vocabulary according to the experiences around it

2.1.1. In different parts of the world people have different perspectives on learning that children can have

2.1.1.1. Simon (1981) was especially interested in the reason for the lack of research on effective teaching methods and techniques.

2.1.1.2. Meanwhile, the situation in North America, Canada and Australia is different because the pedagogical term is more useful in society.

2.1.2. For the research of pedagogy are necessary the results with different methodologies,strategies and corporate language seems to affect directly to the classroom.

2.1.2.1. Then different reasons can be considered such as:

2.1.2.1.1. Teachers make instant decisions and from one moment to another

2.1.2.1.2. Reflective teachers inside the classroom

2.1.2.1.3. And it is that what the students interpret seems to be what they persist

2.1.2.1.4. Teachers are primarily moral so that all their acts are seen and perhaps duplicated by their students.

3. It is better for the teacher to learn from practice and not from concepts

3.1. And for that it is necessary that not only do you learn tricks but you understand the student-teacher relationship, your ability to incorporate attitudes and skills.

3.2. In addition to teaching how to learn what is being taught and what are the steps to follow to obtain this.

4. Research and practice

4.1. Successful theories within the classroom And those that caused shock in 1970 In the 21st century they are simplistic

4.1.1. There are diferentes projects:

4.1.1.1. the PEEL (the Project for Enhancing Effective Learning) Promoting metacognitive learning

4.1.1.1.1. Having fourteen years of testing, obtaining results between 1987 and 1989 with the behaviors of the students

4.1.1.2. The PAVOT (Perspectives and Voice of the Teacher) Project

4.1.1.2.1. The project sought advancement in the diagnosis of PEEL

5. The classroom as an educational context

5.1. The teacher structures the learning environment.

5.1.1. It is an individual decision and they need their own skills.

5.1.2. Which will be reflected in the perspective of their students.

5.1.3. Treaqust and Fraser (1986) The Inventory of the classroom environment of the university and the university (CUCEI), which contained 49 items, 7 items

5.1.3.1. For each domain (personalization, participation, student cohesion, satisfaction, task orientation, innovation and individualization

5.1.3.1.1. it was used to operationalize the classroom context.