Escribir narrativas. De observar a mirar profesionalmente
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Universitat d'Alacant
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- Luis J. Rodríguez-Muñiz (coord.)
- Laura Muñiz-Rodríguez (coord.)
- Álvaro Aguilar-González (coord.)
- Pedro Alonso (coord.)
- Francisco Javier García García (coord.)
- Alicia Bruno (coord.)
Editorial: Servicio de Publicaciones ; Universidad de Oviedo
ISBN: 978-84-17445-11-9
Ano de publicación: 2018
Páxinas: 39-50
Congreso: Sociedad Española de Investigación en Educación Matemática. Simposio (22. 2018. Gijón)
Tipo: Achega congreso
Resumo
The goal of this research is to characterize a primary pre-service teacher’s professional noticing when she writes a narrative during her teaching practices at school, as a part of her initial teacher education program. We have assumed two ideas. First, the narrative is a formal description of a situation that incorporates reasons about what is observed to explain it (“practical argument”), and concludes with an action or intention to act. Secondly, professional noticing is a knowledge- based reasoning process about teaching situations, whose relevance is determined by the structure of the practical argument generated about the situation, with the purpose to act.