It is well-known that teachers are required to have an experimental mentality leading them to constantly verify the educational efficiency of their teaching actions and make new hypotheses to improve. Actually, what really happens at school is that intuition is predominant because of the lack of time, so these hypotheses are quite dim, working procedures are the fruit of almost indefinite improvisation, and assessment does not fit the need for observing the benefits and results of learning or it is not even carried out at all. Therefore, it is required for school teachers to have a strong methodological competence in the field of teaching research. The Research Group at the University of Palermo reckoned that this kind of competence would improve thanks to a more direct teachers’ involvement in collecting their teaching practices and analysing them.
|Titolo della pubblicazione ospite||Analysis of educational practices. A comparison of research models.|
|Numero di pagine||17|
|Stato di pubblicazione||Published - 2011|