Resumo

LOPEZ-VARGAS, Brenda Isabel  e  BASTO-TORRADO, Sandra Patricia. From Implicit Theories to Teaching as Reflective Practice. educ.educ. [online]. 2010, vol.13, n.2, pp.275-291. ISSN 0123-1294.

Problem: A road map to understanding the relationship between the educational ideas of teachers and their work in the classroom is outlined in this study. Structure of the discussion: Based on a cognitive perspective, which offers theoretical elements to address teaching beliefs, constructs and theories, an alternative approach is developed that focuses on an analysis of practices to show the impossibility of separating them from the teacher's intentions and socio-cultural context. A frame of reference for current teaching practices is outlined to aid understanding and to further a constant improvement in teaching and learning processes, so as to train good teachers to meet the demands of the today's information society. Conclusion: A good teacher in this century is one who has expert knowledge and the competence to establish bonds of trust with students, and bases teaching on the ethics of care.

Palavras-chave : Teaching practice; teaching; educational research; reflective practice; information society.

        · resumo em Português | Espanhol     · texto em Espanhol     · Espanhol ( pdf )