The teacher and educational research: a dicotomy between intervention and research
Since its inception, the debates around educational research rest on a series of dichotomies: practice/theory, scientific/experimental, pedagogical/"disciplinary." These dualities have led to the discrediting of the teaching process, and the erosion of the structure of educational research. Th...
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| 第一著者: | |
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| フォーマット: | Online |
| 言語: | スペイン語 |
| 出版事項: |
Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2020
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| 主題: | |
| オンライン･アクセス: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2314 |
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| 要約: | Since its inception, the debates around educational research rest on a series of dichotomies: practice/theory, scientific/experimental, pedagogical/"disciplinary." These dualities have led to the discrediting of the teaching process, and the erosion of the structure of educational research. This reflection article, situated in that conflict derives from the research project "Towards the construction of a diagnosis of peace education." It argues in favor of overcoming the dichotomy educational research/social intervention analyzing the role of teachers in the classrooms as educational researchers to defeat the idea that research is somehow more valuable than social intervention, advocating for the unification of referential frameworks between intervention and research. |
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