Christopher Day
DOI:
https://doi.org/10.12795/IE.1992.i17.06Abstract
Lawrence Stenhouse, así como su seguidor John Elliott, son autores británicos ya clásicos en el panorama de las referencias bibliográficas en cualquier trabajo que se precie de ser renovador y alternativo en relación con cuestiones curriculares, de investigación en el aula, deformación de profesores investigadores, etc. Sin embargo, ésta es una línea de trabajo que aún sigue aportando profesionales muy valiosos en la actualidad. Es el caso de Christopher W. Day, catedrático de la School of Education de la Universidad de Nottingham (Reino Unido), quien desempeña el cargo de Secretario General de la Asociación Internacional para el Estudio del Pensamiento del Profesor (ISATT) y es miembro del comité de dirección de la Asociación para la Investigación-Acción en las Aulas (CARN). El interés de sus numerosas publicaciones, aún poco conocidas en nuestro país, le perfilan como sucesor del trabajo iniciado por los maestros antes mencionados. Con esta entrevista, realizada en La Rábida (Huelva) el pasado mes de julio, con motivo del Seminario-Debate sobre el Proyecto Curricular IRES, pretendemos facilitar el acceso a sus ideas y planteamientos didácticos.
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DAY, Ch. W. (1983). Teachers’ Thinking - Intentions and Practice: An Action Research Perspective. En Halkes, P. & Olson, J.K. Teacher Thinking: a new Perspective on Persisting Problems in Education. Lisse, Swets & Zeitlinger.
DAY, Ch.W. (1985). Why teachers' change their thinking and behaviour: case studies in professional learning through in-service activity. Comunicación presentada a la I Conferencia de la ISATT. The Netherlands.
DAY, Ch.W. (1987). Professional Learning through Collaborative In-Service Activity. En: Smith, J.: Educating Teachers Changing the Nature of Pedagogical Knowledge. London, The Falmer Press.
DAY, Ch.W., POPE, M. & DENICOLO, P. (Eds.)(1990). Insight into Teachers’Thinking and Practice. London, The Falmer Press.
DAY, Ch.W. (1991). Promoting teachers- professional development: a pilot project for primary schools. En: Bell, L. & Day, Ch. (eds.) Managing the Professional Development of Teachers. OU Press Milton Keynes, Philadelphia.
DAY, Ch.W. (1991). Roles and Relationships in Qualitative Research on Teachers’Thinking: A Reconsideration. Teaching and Teacher Education, v.7, n. 5/6.
DAY, Ch.W. Reflection: a necessary but not sufficient condition for professional development. British Journal of Educational Research. (En prensa, enero 1993).
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Accepted 2019-03-27
Published 2021-05-09
- Abstract 99
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